Neoliberal collusion or strategic simultaneity? on multiple rationales for language-in-education policies

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

This article responds to Petrovic's (2005, Language Policy, 4(4)) critique of justifications for language policy implied by Ruiz's 1984 tripartite conceptualization of language as problem, right, or resource. Based on current literature in American policy analysis, federalism, and educational reform, I argue that articulation of multiple rationales for language policy is strategically essential because opportunities for action arise unpredictably. As with educational reform generally, adequate rationales for effective and socially just language policies must recognize the moral, as well as material aspects of education, and must, additionally, instantiate awareness of noncognitive as well as cognitive dimensions of educational goals and processes. Only by recognizing these separate influences on the climate of American public opinion and, further, by linking them with an array of programmatic and pedagogical alternatives can scholars contribute to the ongoing challenges of building effective language programs on a comprehensive intellectual foundation.

Original languageEnglish (US)
Pages (from-to)3-13
Number of pages11
JournalLanguage Policy
Volume5
Issue number1
DOIs
StatePublished - Mar 2006

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language policy
educational reform
language
federalism reform
education
public opinion
climate
Simultaneity
Language Policy
Language-in-education Policy
resources
Education
Educational Reform
Language

Keywords

  • Bilingual education
  • Educational reform
  • Federalism
  • Language policy

ASJC Scopus subject areas

  • Linguistics and Language

Cite this

Neoliberal collusion or strategic simultaneity? on multiple rationales for language-in-education policies. / McGroarty, Mary E.

In: Language Policy, Vol. 5, No. 1, 03.2006, p. 3-13.

Research output: Contribution to journalArticle

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