“They’re Bilingual . . . That Means They Don’t Know the Language”
“They’re Bilingual . . . That Means They Don’t Know the Language”
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“他们会说两种语言。”
DOI：
10.1093/oso/9780190634728.003.0005
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
J. Rosa
中科院分区：
文献类型：
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作者：
J. Rosa
本章将本书前半部分详述的民族结构与对与拉丁身份相关的语言意识形态和语言实践的分析联系起来。它首先提出，单语意识形态产生了一种深刻的转变，在这种转变中，双语者被等同于“英语水平有限”的范畴。与此同时，英语学习者被定位为与特殊教育学生一样的二等教育人物。它展示了如何有效地理解这种情况，并将其描述为一种种族化的“无语言”意识形态，这种意识形态将学生定位为无法合法使用任何语言。围绕英语和西班牙语的标准化力量所产生的双重污名表明，语言匮乏的意识形态如何以强大的方式将学生种族化为天生的语言缺陷。
This chapter links the ethnoracial constructions detailed in the first half of the book to an analysis of language ideologies and linguistic practices associated with Latinx identities. It begins by arguing that monolingual ideologies produce a profound transformation in which bilingualism comes to be equated with the category of “Limited English Proficiency.” Meanwhile, students designated as English Language Learners are positioned alongside special education students as second-class educational figures. It shows how this situation can be productively understood in relation to what is described as a racialized ideology of “languagelessness” that positions students as incapable of using any language legitimately. The double stigmatization that results from standardizing forces surrounding English and Spanish demonstrates how ideologies of languagelessness operate in powerful ways to racialize students as inherently linguistically deficient.