Please use this identifier to cite or link to this item:
Title: Language ideologies and the education of speakers of marginalized language varieties: Adopting a critical awareness approach
Contributor(s): Siegel, Jeff (author)
Publication Date: 2006
DOI: 10.1016/j.linged.2006.08.002
Handle Link:
Abstract: For over 40 years, sociolinguists have been demonstrating that all varieties of language are equal in linguistic terms. Yet vernacular varieties such as African American English and Hawai‘i Creole are still generally marginalized and excluded from the educational process, with the result that speakers of these varieties are disadvantaged in education as well as other areas. This article discusses four interrelated language ideologies that contribute to this state of affairs. Then it describes the “awareness” teaching approach, which in opposition to these ideologies includes marginalized varieties in the curriculum. This is followed by an examination of the extent to which the awareness approach deals with the inequalities perpetuated by the prevailing language ideologies. The article goes on to argue that a critical version of the awareness approach is a more effective alternative.
Publication Type: Journal Article
Source of Publication: Linguistics and Education, 17(2), p. 157-174
Publisher: Pergamon
Place of Publication: United Kingdom
ISSN: 0898-5898
Field of Research (FOR): 150313 Quality Management
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Statistics to Oct 2018: Visitors: 152
Views: 155
Downloads: 0
Appears in Collections:Journal Article

Files in This Item:
3 files
File Description SizeFormat 
Show full item record


checked on Nov 26, 2018

Page view(s)

checked on Mar 4, 2019
Google Media

Google ScholarTM





Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.