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FASP CLD Presentation

Best Practices in Working with Culturally and Linguistically Diverse Students Monica Murray, Ed.S. Albert Gamarra, Ph.D. Maria Jose Amunategui, Ed.S. Olivia E. Puyana, Ed.S.

Special Thanks to Criselda Guajardo Alvarado, Ed.D. Consultant to FASP CLD Committee

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The distinguished scholarship of Bessie Dendrinos builds on analysis of the politics of education that often constrains social and linguistic justice. English as a hegemonic language in many societies, and in education, nationally and internationally, serves to open doors of capitalist opportunity and privilege for some but closes them for many. Whether a language policy is linguicist (or linguo-racist, to use Bessie’s term) or not is an empirical question. European integration activities since 1945 – ending wars, creating a common market, the euro, etc. – all depend on language policies, supported by translation and interpretation. Prior to 1973, when the UK, Ireland, and Denmark joined the EU, no use was made of English, and French was primus inter pares. In 2016 English is indisputably the dominant language in the internal affairs of EU institutions and of many of its funded ‘actions’. The privileging of English (in finance, research, the Bologna process, etc.) is precisely what Winston Churchill sought to achieve, the entrenchment of Anglo-American power by linguicist and other means, economic, political, and military. The role of language in relation to the many crises of the EU, among them Brexit and the disastrous financial austerity policies imposed on Greece, needs analysis. This is a major challenge for scholars in language policy and language in education policy. For analysis of some of the complexity of the issue, see my article ‘Myths and realities of “global” English’ in the journal Language Policy, on-line from June 2016.

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This presentation is based on a workshop highlighting language as an often overlooked aspect of human rights. Participants explored the concept of linguistic human rights, which relate to the freedom to choose one's language of communication in private and public settings without discrimination. Peace education has a unique perspective that can contribute to addressing issues of linguistic discrimination, linguicism, language oppression and power dynamics, and the loss of heritage languages. Participants discussed ways in which educators can engage language learners through peace perspectives, such as valuing multilingual and multicultural voices, applying peace linguistics and sociolinguistics knowledge, building healthy communication skills in multiple languages, leveraging use of dominant languages for justice and peacemaking, bridging language communities, and gathering insights on peace and conflict from various linguistic and cultural heritages.

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FASP

1. Best Practices in Working with Culturally and Linguistically Diverse Students Monica Murray, Ed.S. Albert Gamarra, Ph.D. Maria Jose Amunategui, Ed.S. Olivia E. Puyana, Ed.S.

2. Special Thanks to Criselda Guajardo Alvarado, Ed.D. Consultant to FASP CLD Committee

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Notes de l'éditeur

Monica