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Monolingual Ideologies in the Discourse of U.S. College Remediation Reform

Harklau, Linda ; Batson, Kate C.

Innovative higher education, 2023-10, Vol.48 (5), p.763-786 [Periódico revisado por pares]

Dordrecht: Springer Netherlands

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Título:
Monolingual Ideologies in the Discourse of U.S. College Remediation Reform
Autor: Harklau, Linda ; Batson, Kate C.
Assuntos: Adult Literacy ; College Preparation ; College students ; Critical discourse analysis ; Discourse Analysis ; Education ; Education policy ; Educational Change ; Educational Policy ; English (Second Language) ; English for Academic Purposes ; English proficiency ; Higher Education ; Language Attitudes ; Language ideologies ; Language of Instruction ; Language Usage ; Lexical choice ; Literacy ; Literacy Education ; Monolingualism ; Multilingualism ; Policy Analysis ; Reading Instruction ; Remedial Instruction ; Second Language Instruction ; Second Language Learning ; Undergraduate Students ; Web Sites ; Websites ; Writing instruction
É parte de: Innovative higher education, 2023-10, Vol.48 (5), p.763-786
Descrição: Remediation reform is an influential policy movement in U.S. higher education that aims to increase college completion rates. College first-year reading and writing course requirements have been a major focus of this movement, particularly prerequisite “developmental” course sequences for entering students who are deemed underprepared for college. However, the policy implications of this movement remain unclear for the growing number of multilingual students entering U.S. colleges and universities, and particularly for multilingual learners (MLLs) who are still in the process of developing college-level English proficiency. Accordingly, this paper examined the policy discourse on websites of three prominent remediation reform movement (RRM) organizations to identify explicit and implicit ideologies about language, multilingualism, and literacy that underlie reform policies. Using a Critical Discourse Studies approach to language education policy analysis (Barakos, 2016) and focusing specifically on lexical choice, we find that RRM organizational websites discursively maintain and promote English monolingualism as the normative medium and goal of college literacy instruction. Using a California-based RRM organization as an example, we also suggest that the prevailing English monolingual ideology of the RRM may be moderated by context. Based on these findings we suggest further research and consider implications for RRM college language and literacy education policies for MLL and other multilingual students.
Editor: Dordrecht: Springer Netherlands
Idioma: Inglês

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Monolingual Ideologies in the Discourse of U.S. College Remediation Reform

Harklau, Linda ; Batson, Kate C.

Dordrecht: Springer Netherlands

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