The English Only Movement: Revisiting Cultural Hegemony

Rebecca S. Borden

28 citations0/0 files storedMulticultural Perspectives

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Multilingual Education and Policy Latin American and Latino Studies Critical Race Theory in Education

Abstract

Between national and state budget cuts in education and an ever increasing push toward the English Only movement, a rise in dropout rates for Hispanic students is imminent. National data show the percentage of Hispanic students who drop out of high school to be nearly 60% in some states including Michigan, South Dakota, West Virginia, Alabama, Connecticut, South Carolina, Nevada, and Ohio. While numerous studies have been conducted to find out why this is happening, the research findings indicate a complexity of issues surrounding Hispanic student achievement, ranging from a lack of linguistic ability in English to issues of self-esteem. While nearly 4.7 million students are being served in programs of language assistance, this article focuses on Hispanic students as an illustrative example of a larger phenomenon: Reproductive acculturation disguised as benevolence, carried out by linguistic hegemony.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 28 citations exist upstream.

References

2014Digest of Education Statistics 1983Ways with Words 1993Language and Symbolic Power 1979Learning Lessons: Social Organization in the Classroom 2002A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement 2004Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning 2003Acculturation, Social Identity, and Social Cognition: A New Perspective 2000Multicultural teacher education for the 21st century

Cited by

2016Resisting Assimilation: Deliberate Acculturation by the American English Language Learner 2019Repositioning White Monolingual English-Speaking Teachers’ Conceptions of Language: Counterstories and Embodied Learning 2018Hegemonic Language Practices in Engineering Design and Dual Language Education 2024Translanguaging practices in a community-based Chinese heritage early childhood classroom 2019A Narrative Literature Review of the Identity Negotiation of Bilingual Students Who are Labelled ESL

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.