11.5 Language and education
5 min read•august 20, 2024
Language and education are deeply intertwined, shaping how students learn and interact in schools. Educational settings reflect broader societal attitudes about language, while also serving as key sites for language development and socialization.
Students bring diverse linguistic backgrounds to the classroom, challenging educators to meet varied needs. Language policies, both official and unofficial, impact instruction and student experiences, often sparking debates over and .
Language in educational settings
- Educational settings are key sites for language learning, development, and socialization
- Language practices in schools reflect broader societal attitudes, ideologies, and power dynamics
- Examining language in education provides insights into how social inequalities are reproduced or challenged
Linguistic diversity of students
- Students bring a wide range of linguistic backgrounds and repertoires to the classroom
- includes variations in native languages, dialects, registers, and communicative styles
- Educators face challenges in addressing the needs of linguistically diverse student populations
Language as medium of instruction
Monolingual vs multilingual education
Top images from around the web for Monolingual vs multilingual education
Introduction – Sociology of Education in Canada View original
Is this image relevant?
Activity 2: Key concepts (1) – EQUiiP View original
Is this image relevant?
4.2 Sociological Influences of the Four Curricula | Foundations of Education View original
Is this image relevant?
Introduction – Sociology of Education in Canada View original
Is this image relevant?
Activity 2: Key concepts (1) – EQUiiP View original
Is this image relevant?
1 of 3
Top images from around the web for Monolingual vs multilingual education
Introduction – Sociology of Education in Canada View original
Is this image relevant?
Activity 2: Key concepts (1) – EQUiiP View original
Is this image relevant?
4.2 Sociological Influences of the Four Curricula | Foundations of Education View original
Is this image relevant?
Introduction – Sociology of Education in Canada View original
Is this image relevant?
Activity 2: Key concepts (1) – EQUiiP View original
Is this image relevant?
1 of 3
- Monolingual education uses a single language as the medium of instruction (English-only in the US)
- Multilingual education incorporates multiple languages into the curriculum and instruction
- Debates over the effectiveness and appropriateness of monolingual vs multilingual approaches
Language immersion programs
- Immersion programs provide intensive exposure to a target language (French immersion in Canada)
- Can be designed for language majority or minority students
- Aim to develop high levels of proficiency and cultural competence in the target language
Language ideologies in education
Standard language ideology
- Belief that there is a single correct, prestigious form of a language that should be taught and used in schools
- Often based on the language practices of dominant social groups (Standard American English)
- Can devalue and marginalize the language varieties of minority and low-income students
Deficit vs asset perspectives
- Deficit perspectives view linguistic diversity as a problem to be overcome (remedial programs for English learners)
- Asset perspectives recognize the value and resources of students' diverse language practices
- Shifting towards asset-based approaches can promote linguistic inclusion and educational equity
Language and academic achievement
Linguistic factors in achievement gaps
- Language proficiency and academic language skills are key predictors of academic success
- Achievement gaps often correspond to disparities in students' linguistic backgrounds and experiences
- Factors such as limited English proficiency, dialect differences, and cultural mismatches can impact achievement
Strategies for linguistic inclusion
- Recognizing and valuing students' linguistic resources and funds of knowledge
- Providing appropriate language support and scaffolding for academic content
- Incorporating students' home languages and cultural practices into the curriculum
Language policies in education
Official vs unofficial policies
- Official policies are formally codified in laws, regulations, or institutional guidelines (English-only laws)
- Unofficial policies are implicit norms and expectations that shape language practices in schools
- Unofficial policies can sometimes contradict or undermine official policies
Controversies over language policies
- Debates over the role of English and other languages in education (bilingual education vs English immersion)
- Concerns about the maintenance and revitalization of minority and indigenous languages
- Tensions between language rights, educational effectiveness, and societal integration
Bilingual and multilingual education
Types of bilingual programs
- Transitional bilingual education: Uses students' native language to support English acquisition, with the goal of transitioning to English-only instruction
- Dual : Provides instruction in two languages to develop bilingualism and biliteracy for both language majority and minority students
- Heritage language programs: Aim to maintain and develop proficiency in students' heritage or community languages
Effectiveness of bilingual education
- Research shows cognitive, academic, and social benefits of bilingualism and multilingualism
- Well-designed bilingual programs can promote academic achievement, language proficiency, and cultural competence
- Challenges in implementation include teacher training, resources, and political support
Language and identity in schools
Language and cultural identity
- Language is a key marker of cultural identity and group membership
- Students' language practices are tied to their sense of self, family, and community
- Schools can affirm or marginalize students' linguistic and cultural identities
Peer group language practices
- Students use language to construct and negotiate social identities and relationships with peers
- Peer group language practices can differ from the language expectations of teachers and schools
- Tensions can arise between peer group language norms and academic language demands
Language socialization in schools
Hidden curriculum of language use
- Schools convey implicit messages about appropriate language use through the hidden curriculum
- Hidden curriculum includes unofficial rules, expectations, and values surrounding language
- Students learn to navigate the linguistic demands and expectations of the school environment
Language and behavioral norms
- Language is used to communicate and enforce behavioral norms and expectations in schools
- Students are socialized into particular ways of speaking, interacting, and conducting themselves
- can vary across cultural and linguistic groups, leading to potential mismatches and conflicts
Language attitudes in education
Teacher attitudes and expectations
- Teachers' attitudes and expectations about language can impact their interactions with and assessment of students
- Negative attitudes towards non-standard dialects or accents can lead to lower expectations and differential treatment
- Positive attitudes and high expectations can promote student engagement and achievement
Parental attitudes and involvement
- Parental attitudes about language and education shape their involvement in their children's schooling
- Some parents may advocate for bilingual or heritage language programs, while others may prioritize English acquisition
- Schools can engage parents as partners in supporting students' linguistic and academic development
Language and educational equity
Linguistic discrimination in schools
- Linguistic discrimination occurs when students are treated differently or denied opportunities based on their language practices
- Can take the form of tracking, segregation, or exclusion from educational programs and services
- Linguistic discrimination perpetuates educational inequalities and marginalization of minority language speakers
Strategies for promoting equity
- Valuing and leveraging students' linguistic diversity as a resource for learning
- Providing equitable access to high-quality instruction and resources across language groups
- Developing culturally and linguistically responsive curricula, pedagogies, and assessments
- Engaging in critical reflection and dialogue about language, power, and equity in education
Key Terms to Review (18)
Bilingual education: Bilingual education refers to instructional programs that use two languages for teaching academic content, allowing students to develop proficiency in both languages. This approach not only supports language development but also aims to enhance academic achievement and cultural understanding among students from diverse linguistic backgrounds.
Code-switching: Code-switching is the practice of alternating between two or more languages or language varieties within a conversation or discourse. This linguistic behavior highlights the dynamic relationship between language and social context, as speakers navigate different cultural identities, social settings, and communicative needs.
Critical pedagogy: Critical pedagogy is an educational philosophy that encourages students to question and challenge dominant societal norms and values through a reflective and dialogic approach to learning. It promotes awareness of social injustices and emphasizes the importance of empowering students as active participants in their own education and in society at large. This approach connects deeply with how language is used and represented in education, particularly regarding policies that affect language instruction and the overall educational experience.
Culturally responsive teaching: Culturally responsive teaching is an educational approach that recognizes and values the cultural backgrounds of students, aiming to make learning relevant and effective for diverse learners. This approach involves integrating students' cultural references in all aspects of learning, fostering an inclusive environment that enhances student engagement and success.
Dell Hymes: Dell Hymes was an influential sociolinguist known for his work on the relationship between language and culture, particularly in educational contexts. He introduced the concept of 'communicative competence', which emphasizes not just grammatical knowledge but also the social aspects of language use in various contexts. Hymes's work has had a significant impact on understanding how language operates within educational systems and the importance of incorporating cultural knowledge into language instruction.
Formative assessment: Formative assessment is an ongoing process used by educators to evaluate student learning during instruction, providing feedback that can be used to improve both teaching and learning. This type of assessment is often informal and can take various forms, such as quizzes, discussions, or observation, helping to identify areas where students may struggle and need additional support.
Intercultural communication: Intercultural communication refers to the exchange of information and ideas between individuals from different cultural backgrounds. This type of communication can involve verbal and non-verbal elements, as well as varying contexts that influence how messages are interpreted. Understanding intercultural communication is essential in diverse settings such as travel and education, where different cultural perspectives come into play.
Jim Cummins: Jim Cummins is a prominent educational researcher known for his work in bilingual education and second language acquisition, particularly regarding the concepts of Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP). His theories emphasize the importance of understanding language proficiency in educational settings, highlighting how students’ linguistic backgrounds can impact their academic success and language learning processes.
Language immersion: Language immersion is an educational approach where learners are placed in an environment where they are surrounded by and required to use a target language in order to communicate and learn. This method helps facilitate natural acquisition of the language by engaging students in real-life contexts and experiences, promoting fluency and comprehension as they actively participate in activities using the language.
Language loss: Language loss refers to the gradual disappearance of a language as its speakers shift to using another language, often leading to a decline in fluency and usage within communities. This phenomenon can occur due to various social, economic, and political factors that favor dominant languages over minority or indigenous languages, impacting cultural identity and heritage.
Language Rights: Language rights are the entitlements of individuals or groups to use their preferred language in various aspects of public and private life. These rights recognize the importance of language in expressing identity, accessing services, and participating in society, ensuring that speakers of minority or less dominant languages are protected from discrimination.
Language socialization: Language socialization is the process through which individuals, especially children, learn language and cultural norms within their community through interaction with more knowledgeable members. This concept emphasizes that language learning is not just about acquiring vocabulary or grammar; it also involves understanding the social and cultural context in which language is used, which includes how language varies regionally and socially, how gender influences communication styles, and how educational settings shape language use.
Linguistic diversity: Linguistic diversity refers to the variety of languages spoken within a specific area or by a particular group of people. It highlights the richness of human communication and reflects cultural identities, social dynamics, and historical contexts. This concept is vital in understanding how language influences education systems, standardization practices, and public communication strategies, emphasizing the importance of recognizing and valuing different languages in various societal contexts.
Linguistic insecurity: Linguistic insecurity is the feeling of anxiety or lack of confidence that speakers experience regarding their language use, often stemming from societal attitudes and perceptions about language varieties. This insecurity can influence how individuals perceive their own speech and the way they communicate, leading to self-doubt and attempts to modify their language to fit social norms. It relates closely to concepts of language attitudes, regional and social variation, and educational contexts, where linguistic features can carry social stigma or prestige.
Multilingualism perspective: The multilingualism perspective focuses on the coexistence of multiple languages within a community or society and the ways in which this diversity influences social interactions, identity, and education. This view emphasizes the benefits of multilingualism, such as cognitive advantages, cultural enrichment, and enhanced communication skills, while also acknowledging the challenges faced by speakers of multiple languages, particularly in educational settings.
Sociocultural theory: Sociocultural theory is a framework that emphasizes the importance of social interaction and cultural context in the development of language and cognition. It suggests that learning is inherently social and that individuals acquire language through their interactions within cultural contexts. This perspective connects to various aspects of education, second language acquisition, and socialization processes, highlighting how language practices are influenced by societal norms and values.
Standardized testing: Standardized testing refers to a type of assessment that is administered and scored in a consistent manner across all test takers, aiming to measure students' educational performance and skills. These tests are often used in educational settings to evaluate student achievement, compare academic performance, and inform policy decisions. Standardized testing can also highlight inequalities in education by showing disparities in performance among different demographic groups.
Translanguaging: Translanguaging is the practice of using multiple languages fluidly and interchangeably in communication, where speakers draw on their entire linguistic repertoire to make meaning. This approach emphasizes the dynamic nature of bilingualism and multilingualism, allowing individuals to navigate different languages based on context, audience, and purpose. By integrating various language resources, translanguaging fosters richer interactions and enhances understanding across linguistic boundaries.