Jump to ContentJump to Main Navigation
Linguistic Diversity and Social JusticeAn Introduction to Applied Sociolinguistics$
Users without a subscription are not able to see the full content.

Ingrid Piller

Print publication date: 2016

Print ISBN-13: 9780199937240

Published to Oxford Scholarship Online: March 2016

DOI: 10.1093/acprof:oso/9780199937240.001.0001

Show Summary Details
Page of

PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2017. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a monograph in OSO for personal use (for details see http://www.oxfordscholarship.com/page/privacy-policy).date: 22 October 2017

Linguistic Diversity in Education

Linguistic Diversity in Education

Chapter:
(p.98) Chapter 5 Linguistic Diversity in Education
Source:
Linguistic Diversity and Social Justice
Author(s):

Ingrid Piller

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199937240.003.0005

This chapter demonstrates that linguistic diversity in education raises specific social justice concerns based on the entrenched mismatch between schools as institutions with a monolingual habitus and the linguistically diverse societies they serve. Mainstreaming minority children into the dominant language presents a risk factor for poor academic, socioeconomic, behavioral, and emotional outcomes. Submersion education militates against the academic achievement of multilingual youths. This is the case because of the double challenge of having to learn curriculum content through the medium of a new language and having to learn a new language while studying in that language. Furthermore, the trend toward standardized assessment has undermined many improvements that have been made to minority education. Misrecognition of language learner status presents a continuing obstacle to academic achievement and locks some minority students into a vicious cycle where limited proficiency in the school language and poor academic outcomes continuously reinforce each other.

Keywords:   academic achievement, curriculum learning, educational outcomes, language learning, language proficiency, minority education, monolingual habitus, multilingualism, standardized assessment, submersion education

Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .