Viewing Language as Property: A Critical Reimagination of Teaching English Learners

Abstract

Despite the plethora of instructional programs and strategies emanating from research, our current efforts have not produced results that could prove to us that our approach in addressing the needs of English learners (ELs) is working adequately. We believe that aside from the lively and rigorous standard-based teaching that is designed by teachers and others involved in educating students, it is imperative to view the impact of teaching on student learning which would be indicative of how ELs are connected in the process based on what their backgrounds are, who they are with regards to social and cultural identities, and how they learn. We put forth the idea that the lack of progress in the language development and academic achievement of ELs is not solely due to the body of knowledge related to curriculum and instruction but influenced by a variety of factors that pertain to language and race. We think race matters in working with ELs because teachers like any other people may have prejudgmental ideological stances and cultural and racial biases that might influence their perceptions of their students as learners. Several equity-related matters such as identity recognition, sense of belonging, critical consciousness, and hope are viable considerations as well in teaching ELs. However, prejudice against students based on race reinforced by institutionalized language policies related to teaching and testing and microaggressions may turn out to be the culprit in causing the disengagement of English language learners.

Citation

Lalas, J.W. and Strikwerda, H.L. (2021), "Viewing Language as Property: A Critical Reimagination of Teaching English Learners", Lalas, J.W. and Strikwerda, H.L. (Ed.) Minding the Marginalized Students Through Inclusion, Justice, and Hope (International Perspectives on Inclusive Education, Vol. 16), Emerald Publishing Limited, Leeds, pp. 17-41. https://doi.org/10.1108/S1479-363620210000016002