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Language Ideologies: Critical Perspectives on the Official English Movement DOCUMENT RESUME ED 447 481 CS 217 273 AUTHOR Gonzalez, Roseann Duenas, Ed. TITLE Language Ideologies: Critical Perspectives on the Official English Movement. Volume 1: Education and the Social Implications of Official Language. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-2667-7 PUB DATE 2000-00-00 NOTE 423p.; Edited with Ildiko Melis. Foreword by Jim Cummins. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 26677-3050: $27.95 members, $33.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site http://www.ncte.org. PUB TYPE Books (010) Collected Works General (020) EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Adult Education; Bilingual Education; *Cultural Pluralism; Educational Policy; Educational Practices; Elementary Secondary Education; *English Only Movement; English (Second Language); Ideology; *Language Attitudes; *Language Role; Official Languages; Public Schools IDENTIFIERS *Educational Issues; Improving Americas Schools Act 1994; *Language Policy; Proposition 227 (California 1998); Teaching Perspectives ABSTRACT This collection of essays addresses the complicated and divisive issues at the heart of the debate over language diversity and the English Only movement in United States public education. Blending social, political, and legal analyses of the ideologies of language with perspectives on the impact of the English Only movement on education and in classrooms at all levels, the collection offers a wide range of perspectives that teachers and literacy advocates can use to inform practice as well as policy. In the first section, Update, the following essays are featured: (1) "The Demographics of Diversity in the United States" (Dorothy Waggoner);(2) "Proposition 227: A New Phase of the English Only Movement" (James Crawford); and (3)"The Politics of English Only in the United States: Historical, Social, and Legal Aspects" (Carol Schmid). In the second section, Research and Politics, these essays are featured: (4) "Treating Linguistic and Cultural Diversity as a Resource: The Research Response to the Challenges Inherent in the Improving America's Schools Act and California's Proposition 227" (Eugene E. Garcia); (5) "'The Younger, the Better' Myth and Bilingual Education" (Thomas Scovel); and (6)"Bilingual Education: The Debate Continues" (Stephen D. Krashen). The third section, Politics, Economy, and the Classroom, contains the following essays: (7) "English Only and ESL Instruction: Will It Make a Difference?" (Elliot L. Judd); (8) "When Pedagogy Meets Politics: Challenging English Only in Adult Education" (Elsa Roberts Auerbach); and (9)"Which English Skills Matter to Immigrants? The Acquisition and Value of Four English Skills" (Arturo Gonzalez). The fourth section, What Difference Does Difference Make? contains these essays: (10) "That's Not My Language: The Struggle To (Re)Define African American English" (Rosina Lippi-Green); (11) "Of Spanish Dispossessed" (Frances R. Aparicio); (12) "From 'Bad Attitudes' to(ward) Linguistic Pluralism: Developing Reflective Language Policy among Preservice Teachers" (Gail Y. Okawa);(13) Reproductions supplied by EDRS are the best that can be made from the original document. "Between the Lines: Reconciling Diversity and Standard English" (Victoria Cliett); and (14) "Transcultural Rhetorics for Cultural Survival" (Louise Rodriguez Connal). Concludes with: "Afterword: On English Only" (Victor Villanueva). (NKA) Reproductions supplied by EDRS are the best that can be made from the original document. 't00 N 4.1 5. 0 0 U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality oPoints of view or opinions stated in this document do not necessarily lepresent official OERI position or policy 4, 4 e 555 C a 4 5 o a -a a ri PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY Qom° -4111 r Cr) t"--- CN) TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) C/) C.) LANGUAGE IDEOLOGIES NCTE EDITORIAL BOARD: Jacqueline Bryant, Kermit Campbell, Xin Liu Gale, Sarah Hudelson, Gerald R. Og lan, Helen Poole, Jackie Swensson, Gail Wood, Faith Z. Schullstrom, Chair, ex officio, Zarina M. Hock, exofficio 4 Language Ideologies Critical Perspectives on the Official English Movement Volume 1 Education and the Social Implications of Official Language Edited by ROSEANN DUE&AS GONZALEZ University of Arizona with ILDIKO MELIS University of Arizona National Council of Teachers of English 1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, New Jersey 07430 Staff Editor: Bonny Graham Interior Design: Jenny Jensen Greenleaf Cover Design: Carlton Bruett NCTE Stock Number: 26677-3050 Lawrence Erlbaum Associates, Inc. ISBN 0-8058-3967-4 ©2000 by the National Council of Teachers of English. All rights reserved. No part of this publication may be reproduced or trans- mitted in any form or by any means, electronic or mechanical, including pho- tocopy, or any information storage and retrieval system, without permission from the publisher. Printed in the United States of America. It is the policy of NCTE in its journals and other publications to provide a forum for the open discussion of ideas concerning the content and the teach- ing of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified. Library of Congress Cataloging-in-Publication Data Language ideologies: critical perspectives on the official English movement / edited by Roseann Duerias Gonzalez with Ildik6 Melis. p.cm. Includes bibliographical references and index. Contents: v. 1. Education and the social implications of official language ISBN 0-8141-2667-7 (pbk.) 1. Language policyUnited States.2. Language and education United States.3. English languageStudy and teachingUnited States. 4. English languagePolitical aspectsUnited States.5. Pluralism (Social sciences)United States.I. Gonzalez, Roseann Duerias. II. Melis, Ildik6. P119.32.U6 L358 2000 428'.0071'073dc21 00-055887 I dedicate this book to my mother, Maria Luisa Sazueta Duelias, who believed in all the languages of knowledge. She prayed in her eloquent Spanish, read the Bible in English and Spanish, listened to the Mexican radio station, watched gothic novelas on Spanish tele- vision, read her favorite literature in Spanish, baby-talked to my children in Spanish, read the newspaper and health books in English, scolded me in Spanish, and read the English dictionary for fun! In her beautiful Spanish and broken English, she instilled in me my fundamental belief in social justice and taught me, by example, that we are all accountable for our actions toward each other, and that doing the right thing is always the most difficult thing to do. CONTENTS FOREWORD Jim Cummins ix ACKNOWLEDGMENTS xxi INTRODUCTION Roseann Duerias Gonzalez xxvii I UPDATE 1 1 The Demographics of Diversity in the United States Dorothy Waggoner S 2 Proposition 227: A New Phase of the English Only Movement James Crawford 28 3 The Politics of English Only in the United States: Historical, Social, and Legal Aspects Carol Schmid 62 II RESEARCH AND POLITICS 87 4 Treating Linguistic and Cultural Diversity as a Resource: The Research Response to the Challenges Inherent in the Improving America's Schools Act and California's Proposition 227 Eugene E. Garcia 90 5 "The Younger, the Better" Myth and Bilingual Education Thomas Scovel 114 6 Bilingual Education: The Debate Continues Stephen D. Krashen 137 8 Contents III POLITICS, ECONOMY, AND THE CLASSROOM 161 7 English Only and ESL Instruction: Will It Make a Difference? Elliot L. Judd 163 8 When Pedagogy Meets Politics: Challenging English Only in Adult Education Elsa Roberts Auerbach 177 9 Which English Skills Matter to Immigrants? The Acquisition and Value of Four English Skills Arturo Gonzalez 205 IV WHAT DIFFERENCE DOES DIFFERENCE MAKE? 227 10 That's Not My Language: The Struggle to (Re)De fine African American English Rosina Lippi-Green 230 11 Of Spanish Dispossessed Frances R. Aparicio 248 12 From "Bad Attitudes" to(ward) Linguistic Pluralism: Developing Reflective Language Policy among Preservice Teachers Gail Y. Okawa 276 13 Between the Lines: Reconciling Diversity and Standard English Victoria Cliett 297 14 Transcultural Rhetorics for Cultural Survival Louise Rodriguez Connal 318 AFTERWORD: ON ENGLISH ONLY Victor Villanueva 333 INDEX 343 EDITORS 369 CONTRIBUTORS 371 FOREWORD JIM CUMMINS University of Toronto anguage ideologies represent statements of identity. They Lrange along a continuum from coercive to collaborative in nature. In the former case, they are articulated as an expression of discursive power by dominant groups with the intent of eradicat- ing, or at least curtailing, manifestations of linguistic diversity. The transformation of these ideologies into language policies,as illustrated in California by Proposition 227 and its predecessor Proposition 187, carries material consequences for all those who do not speak the dominant language at home. Studentsare denied rights to instruction through their home language, and the possi- bilities for children to develop bilingualism
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