- The Oxford Handbook of Language and Society
- List of Contributors
- Introduction—Language and Society: A Critical Poststructuralist Perspective
- Language and Society: Historical Overview and the Emergence of a Field of Study
- Language, Imperialism, and the Modern Nation-State System: Implications for Language Rights
- Language and Political Economy
- Language and Power
- Language Ideologies
- Language Policy and Local Practices
- Language, Migration, Diaspora: Challenging the Big Battalions of Groupism
- Bilingualism, Multilingualism, Globalization, and Superdiversity: Toward Sociolinguistic Repertoires
- Diglossia and Beyond
- Language Shift and Sustainability: Critical Discourses and Beyond
- Discourses of Endangerment from Mother Tongues to Machine Readability
- Sign Languages
- Multiliteracies and Transcultural Education
- Urban Languages in African Contexts: Toward a Multimodal Approach to Urban Languages
- Indigenous Peoples and Their Languages
- Entry Visa Denied: The Construction of Symbolic Language Borders in Educational Settings
- Linguistic Profiling and Discrimination
- From Elderspeak to Gerontolinguistics: Sociolinguistic Myths
- Language and Racialization
- Language and Sexuality
- Linguistic Landscapes
- The Internet, Language, and Virtual Interactions
- Mediatization and the Language of Journalism
- Bilingual Education
- Conclusion: Moving the Study of Language and Society into the Future
Abstract and Keywords
Bilingual education scholarship and practice have emphasized the socially transformative potential of these programs. While not challenging this assertion, this chapter focuses on the ways that bilingual education has been socially reproductive. Specifically, it examines the ways that dominant framings of bilingual education have been complicit in the formation of governable subjects to fit the political and economic needs of modern society. It begins with an analysis of the rise of nation-state/colonial governmentality and the ways that the monoglossic language ideologies associated with this form of governance have informed dominant approaches to bilingual education in ways that have marginalized language-minoritized communities. It then examines the recent rise of neoliberal governmentality and the ways that the heteroglossic language ideologies associated with neoliberalism have aligned bilingual education with the spread of global capitalism. The chapter ends with calls for making the study of subject formation central to bilingual education scholarship and advocacy.
Nelson Flores is an Assistant Professor of Educational Linguistics at the University of Pennsylvania Graduate School of Education. His research seeks to denaturalize dominant language ideologies that inform current conceptualizations of language education. This entails both historical analysis of the origins of current language ideologies and contemporary analysis examining how current language education policies and practices reproduce these language ideologies. His primary objective is to illustrate the ways that dominant language ideologies marginalize language-minoritized students and to develop alternative conceptualizations of language education that challenge their minoritization. His work has appeared in scholarly journals such as Critical Inquiry in Language Studies, Linguistics and Education, TESOL Quarterly, and Harvard Educational Review.
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