从种族语言学角度看职业技术教育中的职业准备标准：作为白人语言实践的职业精神和沟通技巧

IF 1.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Language Policy Pub Date : 2024-02-08 DOI:10.1007/s10993-024-09688-5

Mark R. Emerick, Pauline E. LeMaster

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引用次数: 0

摘要

在本文中，我们从种族语言意识形态和时序表出发，批判了 "为职业做好准备 "这一具有种族侵蚀性的教育政策论述，该论述声称有利于所有学生，但其基础却是白人语言意识形态。通过批判性话语分析，我们分析了宾夕法尼亚州的州级职业准备政策文件，以及对职业技术教育中心的教师和管理人员进行的人种学研究访谈。研究结果表明，教育工作者是如何将职业准备的概念再现为对白人语言规范的隐性认可，这种认可是以标准语言意识形态为基础的，而标准语言意识形态则使种族化语言使用者的语言实践失去了合法性。最后，我们还讨论了对学校系统的影响，以便为美国学校中的英语学习者制定更具包容性、更公平的教育政策和实践。

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A raciolinguistic perspective on career readiness standards in career and technical education: Professionalism and communication skills as white linguistic practices

In this paper, we draw on raciolinguistic ideologies and chronotopes to critique career readiness, a race-evasive educational policy discourse that purportedly benefits all students, as grounded in white linguistic ideologies. Drawing on critical discourse analysis, we analyze state-level career readiness policy documents from Pennsylvania and interviews with teachers and administrators from an ethnographic study at a career and technical education center. Findings show how educators reproduce notions of career readiness as an implicit endorsement of white linguistic norms, informed by standard language ideology, which delegitimizes the linguistic practices of racialized speakers. We conclude with a discussion of the implications for school systems to move toward more inclusive and equitable educational policies and practices for English learners in U.S. schools.

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来源期刊

Language Policy Multiple-

CiteScore

3.60

自引率

6.20%

发文量

期刊介绍： Language Policy is highly relevant to scholars, students, specialists and policy-makers working in the fields of applied linguistics, language policy, sociolinguistics, and language teaching and learning. The journal aims to contribute to the field by publishing high-quality studies that build a sound theoretical understanding of the field of language policy and cover a range of cases, situations and regions worldwide. A distinguishing feature of this journal is its focus on various dimensions of language educational policy. Language education policy includes decisions about which languages are to be used as a medium of instruction and/or taught in schools, as well as analysis of these policies within their social, ethnic, religious, political, cultural and economic contexts. The journal aims to continue its tradition of bringing together solid scholarship on language policy and language education policy from around the world but also to expand its direction into new areas. The editors are very interested in papers that explore language policy not only at national levels but also at the institutional levels of schools, workplaces, families, health services, media and other entities. In particular, we welcome theoretical and empirical papers with sound qualitative or quantitative bases that critically explore how language policies are developed at local and regional levels, as well as on how they are enacted, contested and negotiated by the targets of that policy themselves. We seek papers on the above topics as they are researched and informed through interdisciplinary work within related fields such as education, anthropology, politics, linguistics, economics, law, history, ecology, and geography. We particularly are interested in papers from lesser-covered parts of the world of Africa and Asia. Specifically we encourage papers in the following areas: Detailed accounts of promoting and managing language (education) policy (who, what, why, and how) in local, institutional, national and global contexts. Research papers on the development, implementation and effects of language policies, including implications for minority and majority languages, endangered languages, lingua francas and linguistic human rights; Accounts of language policy development and implementation by governments and governmental agencies, non-governmental organizations and business enterprises, with a critical perspective (not only descriptive). Accounts of attempts made by ethnic, religious and minority groups to establish, resist, or modify language policies (language policies ''from below''); Theoretically and empirically informed papers addressing the enactment of language policy in public spaces, cyberspace and the broader language ecology (e.g., linguistic landscapes, sociocultural and ethnographic perspectives on language policy); Review pieces of theory or research that contribute broadly to our understanding of language policy, including of how individual interests and practices interact with policy. We also welcome proposals for special guest-edited thematic issues on any of the topics above, and short commentaries on topical issues in language policy or reactions to papers published in the journal.