The Racialized Nature of Academic Language : Disentangling the Raciolinguistic Power Structures
Book Details
Format
Paperback / Softback
ISBN-10
135035452X
ISBN-13
9781350354524
Publisher
Bloomsbury Publishing PLC
Imprint
Bloomsbury Academic
Country of Manufacture
GB
Country of Publication
GB
Publication Date
May 28th, 2026
Print length
264 Pages
Weight
392 grams
Dimensions
15.50 x 23.50 x 1.60 cms
Product Classification:
Language teaching theory & methodsLanguage teaching theory and methods
Ksh 6,000.00
Manufactured on Demand
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This book explores the marginalization that English as additional language (EAL) learners, immigrant or language-minoritized people confront when learning to socialize into using the language of schooling. The authors examine racialized academic language not to dismiss it, but to scrutinize its presence and impact on individuals'' lives.
Beginning with connections between eugenics, intelligence, whiteness, language, monolingualism and bilingualism, it then reviews current practices, and how the construction of academic language in various schooling and non-schooling contexts creates hegemonic structures that perpetuate deficit perspectives. The final section envisions what could help dismantle the power knots that academic language holds in systemic structures.
This is a vital book for teachers, teacher educators, and policy makers who refuse the deficiency orientations placed on non-standardized use of language at schools and want to deconstruct the power that academic standardized language holds in the lives of language-minoritized students.
Beginning with connections between eugenics, intelligence, whiteness, language, monolingualism and bilingualism, it then reviews current practices, and how the construction of academic language in various schooling and non-schooling contexts creates hegemonic structures that perpetuate deficit perspectives. The final section envisions what could help dismantle the power knots that academic language holds in systemic structures.
This is a vital book for teachers, teacher educators, and policy makers who refuse the deficiency orientations placed on non-standardized use of language at schools and want to deconstruct the power that academic standardized language holds in the lives of language-minoritized students.
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