Moving toward culturally sustaining language instruction that resists white language supremacy

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dc.contributor.authorCaldera, Altheria
dc.contributor.authorBabino, Alexandra
dc.creator.orcidhttps://orcid.org/0000-0002-6618-3335
dc.date.accessioned2023-08-08T20:37:03Z
dc.date.available2023-08-08T20:37:03Z
dc.date.issued2020
dc.descriptionArticle originally published in The National Journal of Middle Grades Reform. 3, 9-15. English. Published online 2020. https://www.researchgate.net/publication/339687818_MOVING_TOWARD_CULTURALLY_SUSTAINING_LANGUAGE_INSTRUCTION_THAT_RESISTS_WHITE_LANGUAGE_SUPREMACY
dc.descriptionPermission to deposit this file has been obtained directly from the publisher. Please read the faculty member's entry in the Project INDEX Master Sheet for more information about the publisher communications.
dc.description.abstractIn this manuscript, we argue that language is central to students’ cultural identities and, therefore, should be validated in middle school classrooms. Additionally, we problematize the idea of “standard” languages and analyze how existing language hierarchies marginalize Students of Color through White language supremacy. White language supremacy can be defined as a belief in the superiority of Standard American English. In pedagogy, it manifests as teachers rejecting students’ preferred or home languages and dialects, forcing them to adopt the languaging practices of the dominant culture. Most importantly, we provide practical strategies for teachers who aim to enact culturally sustaining language instruction that resists White language supremacy.en_US
dc.identifier.citationThis is the published version of an article that is available at: https://www.researchgate.net/publication/339687818_MOVING_TOWARD_CULTURALLY_SUSTAINING_LANGUAGE_INSTRUCTION_THAT_RESISTS_WHITE_LANGUAGE_SUPREMACY. Recommended citation: Caldera, A., & Babino, A. (2020). Moving toward culturally sustaining language instruction that resists white language supremacy. The National Journal of Middle Grades Reform. 3, 9-15. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.en_US
dc.identifier.urihttps://hdl.handle.net/11274/15355
dc.identifier.urihttps://www.researchgate.net/publication/339687818_MOVING_TOWARD_CULTURALLY_SUSTAINING_LANGUAGE_INSTRUCTION_THAT_RESISTS_WHITE_LANGUAGE_SUPREMACY
dc.language.isoen_USen_US
dc.publisherNational Forum to Accelerate Middle Grades Reformen_US
dc.subjectMarginalized studentsen_US
dc.subjectLanguage instructionen_US
dc.subjectStudents of coloren_US
dc.titleMoving toward culturally sustaining language instruction that resists white language supremacyen_US
dc.typeArticleen_US

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