Introduction PART ONE: COGNITION Ideas and Beliefs Social Beliefs Structures and Strategies Structures of Ideologies Values Mental Models Consistency Consciousness Common Sense Knowledge and Truth Identity Social Cognition PART TWO: SOCIETY Ideology and Society Groups Group Relations Elites Dominant Ideologies? Institutions PART THREE: DISCOURSE The Relevance of Discourse Discourse Structures Context Reproduction From Cognition to Discourse Persuasion Legitimation Ideological Discourse Structures The Ideology and Discourse of Modern Racism Conclusions

Ideology: A Multidisciplinary Approach

A sociolinguistics of globalization

Jim Cummins presents a theoretical framework for analyzing minority students' school failure and the relative lack of success of previous attempts at educational reform, such as compensatory education and bilingual education. The author suggests that these attempts have been unsuccessful because they have not altered significantly the relationships between educators and minority students and between schools and minority communities. He offers ways in which educators can change these relationships, thereby promoting the empowerment of students which can lead them to succeed in school.

Empowering minority students: A framework for intervention.

This article reports on research that questions commonsense understandings of a bilingual pedagogy predicated on what Cummins (2005, 2008) refers to as the “two solitudes” assumption (2008, p. 65). It sets out to describe a flexible bilingual approach to language teaching and learning in Chinese and Gujarati community language schools in the United Kingdom. We argue for a release from monolingual instructional approaches and advocate teaching bilingual children by means of bilingual instructional strategies, in which two or more languages are used alongside each other. In developing this argument, the article takes a language ecology perspective and seeks to describe the interdependence of skills and knowledge across languages. [ABSTRACT FROM AUTHOR]

Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?.

This engaging 2005 introduction offers a critical approach to discourse, written by an expert uniquely placed to cover the subject for a variety of disciplines. Organised along thematic lines, the book begins with an outline of the basic principles, moving on to examine the methods and theory of CDA (critical discourse analysis). It covers topics such as text and context, language and inequality, choice and determination, history and process, ideology and identity. Blommaert focuses on how language can offer a crucial understanding of wider aspects of power relations, arguing that critical discourse analysis should specifically be an analysis of the 'effects' of power, what power does to people, groups and societies, and how this impact comes about. Clearly argued, this concise introduction will be welcomed by students and researchers in a variety of disciplines involved in the study of discourse, including linguistics, linguistic anthropology and the sociology of language.

Discourse: A Critical Introduction

Contents: Preface. Introduction. Part I: Setting the Scene. What Is Happening to the Languages of the World. Connections Between Biodiversity and Linguistic and Cultural Diversity. Mother Tongue(s), Culture, Ethnicity, and Self-Determination. Linguistic Diversity--Curse or Blessing? To Be Maintained or Not? Why? Part II: Linguistic Genocide, State Policies, and Globalisation. State Policies Towards Languages--Linguistic Genocide, Language Death, or Support for Languages? Globalisation, Power, and Control. Part III: Struggle Against Linguistic Genocide and for Linguistic Human Rights in Education. Linguistic Human Rights. Linguistic Human Rights in Education? Alternatives to Genocide and Dystopia.

http://www.gbv.de/dms/sub-hamburg/27076805X.pdf

Linguistic Genocide in Education--Or Worldwide Diversity and Human Rights?

This book deals with bilingualism, particularly as it relates to migrants and indigenous minorities. People from (linguistic) minorities often have to become bilingual in order to cope in the larger society, while majority representatives may voluntarily become bilingual. The book begins with a "purely" linguistic coverage of bilingualism and then deals with the prerequisites and consequences of bilingualism from the perspectives of psychology and pedagogy. It then moves on from the family and the school to international comparisons of societies with different minority policies. It also analyses controversies about the education of migrants and minorities and places them in the wider political context. Among the topics covered are - the mother tongue, its development and significance and how it differs from languages learned later - definitions and measurement of bilingualism - different ways of becoming bilingual for different groups, in the school and the family - bilingualism, cognitive development and school achievement - semilingualism - guest worker policy and immigrant policy - violence in minority education.

Bilingualism or Not: The Education of Minorities

Only a few hundred of the world's 6,000-7,000 languages have any kind of official status, and it is only speakers of official languages (speakers of dominant majority languages) who enjoy all linguistic human rights. As many of the collected papers in this book document, most linguistic minorities are deprived of these rights. This book describes what linguistic human rights are, who has and who does not have them and why, and suggests which linguistic rights should be regarded as basic human rights. Linguistic Human Rights introduces a new area, combining sociolinguistics, educational, and minority concerns with human rights. Discrimination against language minorities is widespread, despite national and international law prohibiting this. The book analyzes language rights in many countries worldwide, including North and Latin America, several European states, the former USSR, India, Kurdistan, Australia and New Zealand.

Linguistic Human Rights: Overcoming Linguistic Discrimination.

Linguicism, the domination of one language at the expense of others, is a reflection of an ideology, associated with racismo. The majority of almost 200 states of the world are officially monolingual, yet, these states contain speakers of sorne 4,000 to 5,000 languages. A comparative analysis of the success of educational programs in different countries in reaching the goals of bilingualism, shows that most European and europeanized countries do not organize the education of minory children so that they will succeed in becoming bilingual. Instead, the ohildrem themselves, their parents, their group and their culture are blamed for the failure. In the author's opinion, it should be the duty of the educational systems globally to help these children to become bilingual. To counteract linguicism, a dec:laration of children' s linguistic human rights is proposed. The autor concludes that it is not a question of information but one of power structure. Thus, it is the job of linguists to produce information, but unless the right questions are asked in their research and why, their arguments might be supporting linguicism and racismoA linguistic science wich is aware of these political involvements can only be militant. And it is the tudy of linguists in their respective countries and regions to assume responsability for this task, this struggle for the defense and development of their own language and cultures. (posuace to L-J. Calvet, Linguistique et Colonialisme).

/pdf/multilingualism-and-the-education-of-minority-children-k600lcnv5u.pdf

Multilingualism and the education of minority children

Part 1 Sociopolitical analyses: multilingualism and the education of minority children, Tove Skutnabb-Kangas language policy and language rights in the United States - issues in bilingualism, Eduardo Hernandez-Chavez the language education of immigrant workers' children in The Netherlands, Rene Appel the jewel in the crown of the Modern Prince - the new approach to bilingualism in multicultural education in England, Arturo Tosi active bilingualism - the Swedish goal for immigrant children's language instruction, Gunnar Tingbjorn from multicultural to anti-racist education - an analysis of programmes and policies in Ontario, Jim Cummins. Part 2 Experiential perspectives: mother tongue and identity, Antti Jalava poems living with two languages, Jukka Kalasniemi returning to Sami identity, Johannes Marainen. Part 3 Community struggles for educational rights: rights and claims of indigenous people - education and the reclaiming of identity - the case of the Canadian natives, the Sami and Australian Aborigines, Deirdre F.Jordan the Pajaro Valley experience - working with Spanish-speaking parents to develop children's reading and writing skills through the use of children's literature, Alma Flor Ada Finnish children in Sweden strike for better education, Tuula Honkala et al resource power and autonomy through discourse in conflict - a Finnish migrant school strike in Sweden, Tove Skutnabb-Kangas parents, schools and racism - bilingual education in a Northern California town, Jan Curtis the Carpinteria language minority student experience - from theory to practice to success, S.Jim Campos and H.Robert Keatinge beyond cultural inclusion - an Inuit example of indigenous educational development, Arlene Stairs nine years of Finnish-medium education in Sweden - what happens afterwards? - the education of minority children in Botkyrka, Tom Hagman and Jouko Lahdenpera. Part 4 The global context: linguicism - structures and ideologies in linguistic imperialism, Robert Phillipson racism, ethnicism and etharchy or not? - the principles of progressive control and transformative change, Chris Mullard monolingual myopia and the petals of the Indian lotus - do many languages divide or unite a nation?, Debi Prasanna Pattanayak concluding remarks - language for empowerment, Tove Skutnabb-Kangas and Jim Cummins.

Tove Skutnabb-Kangas

Papers

Linguistic Genocide in Education--Or Worldwide Diversity and Human Rights?

Bilingualism or Not: The Education of Minorities

Linguistic Human Rights: Overcoming Linguistic Discrimination.

Multilingualism and the education of minority children

Minority education : from shame to struggle