English Learner as an Intersectional Identity

IF 1.5 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Language Identity and Education Pub Date : 2023-11-08 DOI:10.1080/15348458.2023.2275280
Yasuko Kanno, Sara E. N. Kangas
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Abstract

English learners’ (ELs’) opportunity gap in U.S. K–12 schools is well known. While many of us in the field of applied linguistics are committed to achieving greater parity for ELs, the field as a whole has a propensity to approach this opportunity gap by addressing ELs’ linguistic needs. This response, however, is siloed in nature, resulting in tunnel vision that reduces ELs into a single identity—that is, language learners—when in fact they are also at the intersection of multiple identities, such as students of color, low-income students, and students with disabilities. By applying an intersectionality lens to three examples from research and practice to illustrate how ELs’ intersectional identities create inequalities beyond language barriers, we urge those in the field of applied linguistics to collaborate with educators, policymakers, and researchers in other fields to address the linguistic and nonlinguistic barriers that ELs face in their educational journey.
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作为交叉身份的英语学习者
美国K-12学校英语学习者的机会差距是众所周知的。虽然我们应用语言学领域的许多人都致力于为英语翻译实现更大的平等,但整个领域都倾向于通过解决英语翻译的语言需求来解决这一机会差距。然而,这种反应在本质上是孤立的,导致视野狭窄,将el减少为单一身份-即语言学习者-而实际上他们也处于多种身份的交叉点,例如有色人种学生,低收入学生和残疾学生。通过从研究和实践的三个例子中运用交集性的视角来说明英语学习者的交集身份是如何在语言障碍之外造成不平等的,我们敦促应用语言学领域的人与其他领域的教育工作者、政策制定者和研究人员合作,解决英语学习者在教育过程中面临的语言和非语言障碍。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
5.70
自引率
5.90%
发文量
63
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