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This book explores the implicit and explicit marginalization that English as additional language (EAL) learners, immigrant or language-minoritized children and adults confront at schools when learning to socialize into using the language of schooling. The chapters examine how the notion and practice of academic language has become racialized. In examining racialized academic language, the authors are not being dismissive of it completely; rather, they scrutinize its presence and impact on individuals'' lives as their reality. The first section explores connections between eugenics, intelligence, whiteness, and language, as well as monolingualism and bilingualism. The chapters in the second section review current practices, documenting the perpetual cycle of deficit perspectives reproduced through hegemonic structures as expressed through the construction of academic language in various schooling and non-schooling contexts. The final section presents chapters that envision what could help dismantle the power knots that academic language holds in systemic structures.This book is relevant for teachers, teacher educators, and policy makers who care enough to not only refuse the deficiency orientations placed on non-standardized use of language at schools, but also want to deconstruct the perpetuated power academic standardized language holds in the lives of language-minoritized students.>
Inhaltsverzeichnis
List of Figures
List of Tables
List of Contributors
Foreword, Ofelia García (City University of New York, USA)
Introduction, Sultan Turkan (Queen’s University Belfast, UK) and Jamie L. Schissel (University of North Carolina at Greensboro, USA)
Part I: Entanglements of Race and Academic Language: Theoretical Unpacking
1. Academic Language: A Monolingual Social Construction for Language in Academic Contexts that Has No Place in Academic Contexts, Christian Faltis (Texas A&M International University, USA)
2. Enregistering Plural Academic Languages: Possibilities for Diversifying Academic Writing and Publishing, Suresh Canagarajah (Penn State University, USA)
3. The Eugenicist’s Best Friend: Academic Language and the Promise of Escape from Racialization, JPB Gerald (CUNY – Hunter College, USA)
Part II: Documenting the Current and Past Practices
4. Unpacking Enregistered Whiteness in Academic Language through Teacher Reflections on Local Language Policy, Lillian Ardell (Language Matters, LLC), Karis Jones (SUNY Empire State University, USA) and Dorsa Fahami (Columbia University, USA)
5. The Effect of Academic Language in ELA and Black Students’ Disenfranchisement: A Phenomenology Study, Monisha Atkinson and Donna DeGennaro (University of North Carolina Wilmington, USA)
6. Academic Language for Bilingual Programs: A Focus on L1 Standards, Mariana Alvayero Ricklefs (Northern Illinois University, USA)
7. “My English is not Good”: How Raciolinguistic Microaggressions Contribute to Language Minoritization, Ben Calman (McGill University, Canada)
8. From Enregisterment to Extraction: English for Academic Purposes in Settler-Colonial Postsecondary Education, Dmitri Detwyler (University of British Columbia, Canada)
9. Academic Language in Workspaces: If a spot of Blood Gets on the Chicken, Other Chickens Will Mistake It For Feed, Sultan Turkan (Queen’s University Belfast, UK)
Part III: Detangling the knots
10. Translanguaging as Manoeuvre: Resisting the Hegemony of English Academic Language at a Historically English Medium University, Mbulungeni Madiba Stellenbosch (University Cape Town, South Africa)
11. Using an Identity Framework to Negotiate Traditional Notions of Academic Language and Writing Instruction with Resettled Youth, Melody Zoch, Amy Vetter, Beverly Faircloth and Teena Martin (University of North Carolina at Greensboro, USA)
12. Diversity, Inclusion, and the “Balancing Act”: Working in the Writing Centers as a Person of Color, Shreya Sangai (York University, Canada)
Conclusion, Jamie L. Schissel (University of North Carolina at Greensboro, USA)
Index
Über den Autor / die Autorin
Sultan Turkan is Associate Professor in Bilingual Education at Queen’s University, Belfast, UK.Jamie L. Schissel is Associate Professor at the University of North Carolina at Greensboro, USA.
