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They Don't Talk Very Good: Attending to Raciolinguistic Socialization in Early Childhood

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Title: They Don't Talk Very Good: Attending to Raciolinguistic Socialization in Early Childhood
Language: English
Authors: Erin Quast (ORCID 0000-0001-5309-5064)
Source: Reading Teacher. 2026 80(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 7
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Education Level: Early Childhood Education
Preschool Education
Descriptors: Language Role, Language Usage, Early Childhood Education, Preschool Teachers, Multilingualism, Race, Non English Speaking, Language Acquisition, Language Variation
DOI: 10.1002/trtr.70071
ISSN: 0034-0561
1936-2714
Abstract: In this article, I share experiences from my roles as a teacher, researcher, and parent to show how raciolinguistic ideologies take hold in early childhood. Specifically, I illustrate how children come to uphold English superiority, map language to belonging, and make judgments about whose language counts. In sharing these experiences, I call on educators and caregivers to attend to raciolinguistic socialization and work toward disruption so that all children's languages are valued in literacy learning. I suggest centering multiple languages, cultivating curiosity, and questioning curricular assumptions as ways to work alongside children in challenging hierarchies and creating learning spaces that honor the multilingual world in which we live.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1509850
Database: ERIC
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  Data: They Don't Talk Very Good: Attending to Raciolinguistic Socialization in Early Childhood
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: In this article, I share experiences from my roles as a teacher, researcher, and parent to show how raciolinguistic ideologies take hold in early childhood. Specifically, I illustrate how children come to uphold English superiority, map language to belonging, and make judgments about whose language counts. In sharing these experiences, I call on educators and caregivers to attend to raciolinguistic socialization and work toward disruption so that all children's languages are valued in literacy learning. I suggest centering multiple languages, cultivating curiosity, and questioning curricular assumptions as ways to work alongside children in challenging hierarchies and creating learning spaces that honor the multilingual world in which we live.
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