Integration as Perpetuation: Learning from Race Evasive Approaches to ESL Program Reform
Integration as Perpetuation: Learning from Race Evasive Approaches to ESL Program Reform
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融合作为永久：从种族规避方法中学习到 ESL 项目改革
DOI：
10.1177/016146811912100904
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Rebecca M. Callahan
中科院分区：
文献类型：
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作者：
Andrew H. Hurie;Rebecca M. Callahan
背景目前，大多数拉丁裔新兴双语（EB）的学生在英语教学计划与英语占主导地位的同龄人一起接受教育。法律规定的EB学生的社会融合与ESL（英语作为第二语言）课程中对内容语言整合的规定性语言强调相吻合;这两种整合方法在美国当前的超种族气候中尤为突出。研究重点我们探讨两所学校的反应拉丁裔EB人口增长通过交叉的种族和语言意识形态通知和受程序变化，教育者的看法，和教学实践的影响。研究设计这种定性的多个案例研究跨越两个独立的学年的过程中有目的的最大抽样选择得克萨斯州的两所学校。数据包括半结构化访谈，焦点小组访谈和参与者观察。结果-我们发现，整个网站的体制结构往往促进否认种族分层的责任和随之而来的学校课程的纪律。我们认为，这两种融合的方法最终延续了白色种族统治。结论/建议我们认为，ESL的研究和实践将受益于明确质疑种族化的话语和学科的边界，作为一个种族文学的批判性实践的一部分，旨在对抗正常化的白人。
Background Currently, most Latinx emergent bilingual (EB) students are educated in English-medium programs alongside English-dominant peers. Legally mandated social integration of EB students coincides with a prescriptive linguistic emphasis on content-language integration in ESL (English as a second language) programs; both integrative approaches are particularly salient in the current hyperracial climate in the United States. Focus of Study We explore two schools’ responses to Latinx EB population growth via the intersecting racial and language ideologies informing and influenced by programmatic changes, educator perceptions, and pedagogical practices. Research Design This qualitative multiple case study spans two Texas schools selected by purposeful maximal sampling over the course of two separate academic years. Data include semistructured interviews, focus group interviews, and participant observations. Findings We find that institutional structures across the sites tended to promote a denial of responsibility for racial stratification and a concomitant disciplining of the school curriculum. We argue that both integrative approaches ultimately perpetuated white racial domination. Conclusions/Recommendations We suggest that ESL research and practice would benefit from an explicit questioning of racializing discourses and boundaries of academic disciplines as part of a racially literate critical practice designed to counter the normalization of whiteness.