‘Taming Wild Tongues’: English-Only Approaches to Language Education and the Impact on Latinos
Year: 2016
Type: dissertation
Abstract: \nThis thesis takes a critical look at the broader ideologies ensconced in English-Only approaches \nto English-language education and considers their impacts on Latino students, families, \ncommunities, and identities. Consistent with the objectives and methodologies found within \nChicano Studies, this thesis is concerned primarily with eliminating racial hierarchies by \ndecentralizing hegemonic practices that emphasize English monolingualism as a key signifier \nof American identity and as a primary goal of the U.S.’s educational system. In short, the thesis \nargues that English-Only methods of language instruction work to keep the boundaries of \nAmerican identity protected, albeit narrowed, within a white and middle-class framework; and \ncharacterizes Latinos as a group whose culture and language lacks legitimacy within the United \nStates. This has significant impacts not only on their education, but on their family life and \nrepresentations within popular culture. To better understand the complicated nexus of race, \nethnicity and class in which the debate over language education is situated, the thesis draws on \nrecent developments in Language Studies and Critical Pedagogy to outline the relationship \nbetween social identity, language, power and education. \nThis thesis is also an attempt to broaden the Chicano Studies tradition by emphasizing \nepistemology over subject matter. Widening the scope of Chicano Studies beyond a unique \nChicano experience moves the tradition forward allowing researchers to effectively adopt a \nChicano Studies framework for discussing other Latino ethnicities (Puerto Rican, Cuban, etc) \nand other minority language communities.
Author: Becky Marie Avila
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2567540948