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A Critical Language Policy of Place: Framing an Ecological Perspective in Language Education
Miguel Mantero The University of Alabama
Abstract This paper stresses the importance of enacting positive transformation in language policy and planning in the United States as delineated by the idea of radical localism and supported by a critical pedagogy of place. Initially, I ask the following questions: Does NCLB impact opportunities for English language learners to take part in their communities and transform their surroundings as well as their overall education? Given the U.S. history in language policy issues, how should language policy be framed in order to inform ELL instruction? I draw on sociocultural theory and critical pedagogy to frame my arguments as well as language policies from UNESCO and the African National Congress.
ELLs and Public Schools
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Fall 2008 / Volume 8, Number 2 References
$IULFDQ1DWLRQDO&RQJUHVV A policy framework for education and training, -RKDQQHVEXUJ $1&(GXFDWLRQ'HSDUWPHQW %DUURQ9 0HQNHQ. What are the characteristics of the bi- lingual education and ESL teacher shortage? :DVKLQJWRQ'& 1DWLRQDO &OHDULQJKRXVHIRU(QJOLVK/DQJXDJH$FTXLVLWLRQDQG/DQJXDJH,QVWUXF- WLRQ(GXFDWLRQDO3URJUDPV %HUOLQJHU'& %LGGOH%- The manufactured crisis: Myths, frauds, and the attack on America’s public schools5HDGLQJ0$ $GGL- VRQ:HVOH\ %UDQWOH\'. Instructional assessment of ELLs in the K-8 class- room. %RVWRQ $OO\QDQG%DFRQ %XUEXOHV1 %HUN5 &ULWLFDOWKLQNLQJDQGFULWLFDOSHGDJRJ\ 5HODWLRQVGLIIHUHQFHVDQGOLPLWV,Q73RSNHZLW] /)HQGOHU (GV Critical theories in education SS 1HZ Journal of Educational Research & Policy Studies )RUPDQ($ &D]GHQ&% ([SORULQJ9\JRWVNLDQSHUVSHFWLYHV LQHGXFDWLRQ 7KHFRJQLWLYHYDOXHRISHHULQWHUDFWLRQ,Q-9:HUWVFK (G Culture, communication, and cognition: Vygotskian perspectives SS /RQGRQ &DPEULGJH8QLYHUVLW\3UHVV *DUFLD( Student cultural diversity: Understanding and meeting the challenge.%RVWRQ +RXJKWRQ0LIÀLQ +DOOLGD\0$. Language as social semiotic: The social inter- pretation of language and meaning/RQGRQ $UQROG +RGJNLQVRQ+ (GXFDWLRQDOGHPRJUDSKLFV :KDWWHDFKHUVVKRXOG NQRZ Educational Leadership, 58 +\PHV' Ethnography, linguistics, narrative inequality: Toward an understanding of voice/RQGRQ 7D\ORU )UDQFLV .QDSS& Just beyond the classroom&KDUOHVWRQ:9 (5,&3UHVV /DWKDP$ 5HVHDUFKOLQN 7KHWHDFKHUVWXGHQWPLVPDWFK Educa- tional Leadership56 Lau v. Nichols86 th&LU /DYH- :HQJHU( Situated learning: Legitimate peripheral participation1HZ Fall 2008 / Volume 8, Number 2 1HZPDQ) +RO]PDQ/ 8QVFLHQWL¿FSV\FKRORJ\ $FXOWXUDO performatory approach to understanding human life.:HVWSRUW&7 3UDH- JHU 2¶0DOOH\-0 &KDPRW$8 Learning strategies in second language acquisition&DPEULGJH &DPEULGJH8QLYHUVLW\3UHVV 2YDQGR&- &ROOLHU93 Bilingual and ESL classrooms: Teaching in multicultural contexts ndHG .%RVWRQ 0F*UDZ+LOO 3DYOHQNR$ /DQWROI-3 6HFRQGODQJXDJHOHDUQLQJDVSDUWLFL- SDWLRQDQGWKH UH FRQVWUXFWLRQRIWKHVHOYHV,Q-3/DQWROI (G So- ciocultural theory and second language learning SS . 2[IRUG 2[IRUG3UHVV 5LFHQWR7 1DWLRQDOODQJXDJHSROLF\LQWKH8QLWHG6WDWHV,Q7 5LFHQWR %%XUQDE\ (GV Language and politics in the United States and Canada: Myths and realities SS 0DKZDK1HZ-HUVH\ /($ United States v. New Mexico86 5RJRII% Apprenticeship in thinking: Cognitive development in social context1HZ Journal of Educational Research & Policy Studies YDQ/LHU/ )URPLQSXWWRDIIRUGDQFH 6RFLRLQWHUDFWLYHOHDUQLQJ IURPDQHFRORJLFDOSHUVSHFWLYH,Q-3/DQWROI (G Sociocultural theory and second language learning SS . 2[IRUG 2[IRUG3UHVV 9\JRWVN\/6 Mind in society&DPEULGJH0$ +DUYDUG8QLYHU- VLW\3UHVV :HOOV* Dialogic inquiry: Toward a sociocultural practice and theory of education&DPEULGJH &DPEULGJH8QLYHUVLW\3UHVV :RRGKRXVH- .QDSS& Place-based curriculum and instruc- tion 5HSRUW1R(' (DVW/DQVLQJ0, 1DWLRQDO&HQWHUIRU5H- VHDUFKRQ7HDFKHU/HDUQLQJ (5,&'RFXPHQW5HSURGXFWLRQ6HUYLFH1R ('25& Fall 2008 / Volume 8, Number 2