- 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
This chapter examines the construction of symbolic language borders in educational settings in the United States that make salient particular features and characteristics of language that then function to include and exclude and classify individuals as belonging or not belonging to desirable and undesirable groups and categories. To illustrate this process, the chapter focuses on both accountability and symbolic/ideological borders and highlights the relatively recent notion of academic language, an imprecisely described emblem of personal competence now identified by many as essential for academic success. It concludes with a discussion of borderization struggles and disciplinary divides and their intersections with both symbolic and social boundaries.
Guadalupe Valdés is the Bonnie Katz Tenenbaum Professor of Education at Stanford University. Much of her work has focused on the English-Spanish bilingualism of Latinos in the United States and on discovering and describing how two languages are developed, used, and maintained by individuals who become bilingual in immigrant communities. Her books include Bilingualism and Testing: A Special Case of Bias (Valdés and Figueroa; Ablex, 1994), Con respeto: Bridging the Distance between Culturally Diverse Families and Schools (Teachers College Press, 1996), Learning and Not Learning English (Teachers College Press, 2001), Expanding Definitions of Giftedness: Young Interpreters of Immigrant Background (Lawrence Erlbaum, 2003), Developing Minority Language Resources: The Case of Spanish in California (Valdés, Fishman, Chavez and Perez; Multilingual Matters, 2006) and Latino Children Learning English: Steps in the Journey (Valdés, Capitelli, and Alvarez; Teachers College Press, 2010). Valdés is a member of the American Academy of Education, a Fellow of the American Educational Research Association (AERA), and a member of the board of trustees of the Center for Applied Linguistics. She serves on the editorial boards of a number of journals including Modern Language Journal, Critical Inquiry in Language Studies, and Research on the Teaching of English.
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