Critical Perspectives of the Language Gap (eBook, ePUB)

Redaktion: Johnson, Eric J.

• Format: ePub

Produktbeschreibung

The contributing authors in this book contest the original concept of a "language-gap" as well as the recent swell of academic research and public programs that it has produced. The chapters interrogate the linguistic, academic, cultural, and social implications of the "language-gap" by providing critical accounts grounded in the scholarly disciplines of sociolinguistics, anthropology, and education.

This book was originally published as a special issue of International Multilingual Research Journal.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 100
• Erscheinungstermin: 2. April 2020
• Englisch
• ISBN-13: 9781351016650
• Artikelnr.: 59059356

Autorenporträt

Eric J. Johnson is currently Associate Professor of Bilingual Education at Washington State University Tri-Cities, Richland, USA. His research focus involves ethnographic approaches to language minority programs and policies in public schools. His publications span a variety of topics involving language policy and planning, immigrant communities, parent and community engagement, bilingual education, and Hispanic-serving institutions. Dr. Johnson teaches undergraduate and graduate courses related to teacher preparation, including the theoretical foundations of bilingual and English as a Second Language (ESL) education, teaching methods for bilingual/ESL education, sociolinguistics, and diversity in education.

Inhaltsangabe

Introduction: Introducing the Language Gap 1. Exposing Gaps in/Between
Discourses of Linguistic Deficits 2. Unseen WEIRD Assumptions: The
So-Called Language Gap Discourse and Ideologies of Language, Childhood, and
Learning 3. Meaning-Less Differences: Exposing Fallacies and Flaws in "The
Word Gap" Hypothesis That Conceal a Dangerous "Language Trap" for
Low-Income American Families and Their Children 4. Interrogating the
Language Gap of Young Bilingual and Bidialectal Students 5.
(Re)Categorizing Language-Minority Literacies in Restrictive Educational
Contexts