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Bilingual, Multilingual, and Multicultural Education Commons

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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Nah, We Straight: An Argument Against Code-Switching, Vershawn A. Young Jun 2010

Nah, We Straight: An Argument Against Code-Switching, Vershawn A. Young

Vershawn A Young

Although linguists have traditionally viewed code-switching as the simultaneous use of two language varieties in a single context, scholars and teachers of English have appropriated the term to argue for teaching minority students to monitor their languages and dialects according to context. For advocates of code-switching, teaching students to distinguish between “home language” and “school language” offers a solution to the tug-of-war between standard and nonstandard Englishes. This paper argues that this kind of code-switching may actually facilitate the illiteracy and academic failure that educators seek to eliminate and can promote resistance to Standard English rather than encouraging its use


Escenario Lingüístico Multilingüe: Una Evidencia De Vitalidad Etnolingüística, Maria Eugenia De Luna Villalón May 2010

Escenario Lingüístico Multilingüe: Una Evidencia De Vitalidad Etnolingüística, Maria Eugenia De Luna Villalón

Maria Eugenia De Luna Villalón

No abstract provided.


How Esol Teachers Become Aware Of Communicative Peace, Josette Leblanc Jan 2010

How Esol Teachers Become Aware Of Communicative Peace, Josette Leblanc

MA TESOL Collection

This paper examines the implications that the relationship between teacher language awareness and communicative peace may have on educational programs for teachers of English for speakers of other languages (ESOL). The evaluation begins by analyzing proposals set out by the applied peace linguist Francisco Gomes de Matos, who suggests that ESOL teachers should teach communicative peace as an element of communicative competence, and also that education programs should provide training to support this approach. By juxtaposing current literature on structural and linguistic violence with Gomes de Matos' classroom techniques, the hypothesis is made that teachers who would teach communicative peace ...