Part of
Ideology, Politics and Language Policies: Focus on EnglishEdited by Thomas Ricento
[IMPACT: Studies in Language, Culture and Society 6] 2000
► pp. 67–85
Edited by Thomas Ricento
[IMPACT: Studies in Language, Culture and Society 6] 2000
► pp. 67–85
Continuity and Change in the Function of Language Ideologies in the United States
Cited by (58)
Cited by 58 other publications
Golden, Noah Asher
2024. “If I said something, they would make me say it again in English”: A raciolinguistic Critique of Monoglossic Language Education. In Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies, ► pp. 79 ff. 
Kaveh, Yalda M. & Ashley Lenz
2024. “I'm embarrassed and scared to speak a different language”: The complex language beliefs and emotions of bi/multilingual children of immigrants in monolingual U.S. schools. Journal of Multilingual and Multicultural Development 45:7 ► pp. 2683 ff.
Serafini, Ellen J. & Sara I. Roca-Ramirez
2024. The role of critical experiences, positioning, and agency in the dynamic, emergent construction of heritage speaker selves. Studies in Second Language Learning and Teaching 14:1 ► pp. 97 ff.
Carter, Phillip M. & Ana Sánchez-Muñoz
2023. Teaching Linguistics in Hispanic-Serving Institutions. American Speech: A Quarterly of Linguistic Usage 98:3 ► pp. 355 ff.
Nguyen, My V. H., Ellen J. Serafini, Jennifer Leeman & Adam Winsler
2023. Factors predicting secondary school language course enrollment and performance among U.S. heritage speakers of Spanish. Frontiers in Psychology 13
Wheeler, Eva Michelle, Adam Schwartz & Michelle Ramos Pellicia
2023. Language, Identity, and Racialization: A Trio-Ethnography of Spanish Linguists. International Review of Qualitative Research 16:2 ► pp. 110 ff.
Regan, Brendan
2022.
Guadalupe or Guadaloop?. American Speech 97:4 ► pp. 441 ff.
Wendy Ayres-Bennett & John Bellamy
2021. The Cambridge Handbook of Language Standardization,
Chang-Bacon, Chris K.
2021. Monolingual Language Ideologies and the Idealized Speaker: The “New Bilingualism” Meets the “Old” Educational Inequities. Teachers College Record: The Voice of Scholarship in Education 123:1 ► pp. 1 ff.
Arendt, Birte
2020. Sprachkritik und Sprach(en)politik. In Handbuch Sprachkritik, ► pp. 319 ff.
Poza, Luis E. & Kara M. Viesca
2020. Testing and ideology: policy debates about literacy assessments for Colorado’s bilingual students. Journal of Education Policy 35:4 ► pp. 556 ff.
Rodriguez, Yessica S. & Thomas E. Allen
2020. Exploring Hispanic parents’ beliefs and attitudes about deaf education. Journal of Latinos and Education 19:1 ► pp. 45 ff.
Drackley, Patrick
2019. “Je suis circonflexe”: grassroots prescriptivism and orthographic reform. Language Policy 18:2 ► pp. 295 ff.
Kuchirko, Yana
2019. On differences and deficits: A critique of the theoretical and methodological underpinnings of the word gap. Journal of Early Childhood Literacy 19:4 ► pp. 533 ff.
Szwed, Amanda R. & Ricardo González-Carriedo
2019. The Role of Language Ideologies in the Self-Efficacy of Pre-Service Bilingual Education Teachers. In Handbook of Research on Social Inequality and Education [Advances in Educational Marketing, Administration, and Leadership, ], ► pp. 220 ff.
Szwed, Amanda R. & Ricardo González-Carriedo
2022. The Role of Language Ideologies in the Self-Efficacy of Pre-Service Bilingual Education Teachers. In Research Anthology on Bilingual and Multilingual Education, ► pp. 608 ff.
Zhou, Minglang
2019. Conclusion. In Language Ideology and Order in Rising China, ► pp. 283 ff.
Zhou, Minglang
2019. Harmonizing Linguistic Diversity. In Language Ideology and Order in Rising China, ► pp. 95 ff.
Zhou, Minglang
2019. Defining Language Ideology and Language Order. In Language Ideology and Order in Rising China, ► pp. 25 ff.
Zhou, Minglang
2021. Standardization of Minority Languages. In The Cambridge Handbook of Language Standardization, ► pp. 170 ff.
LANVERS, URSULA, HANNAH DOUGHTY & AMY S. THOMPSON
2018. Brexit as Linguistic Symptom of Britain Retreating into its Shell? Brexit‐Induced Politicization of Language Learning. The Modern Language Journal 102:4 ► pp. 775 ff.
Taylor, Laura A., Saba Khan Vlach & Melissa Mosley Wetzel
2018. Observing, resisting, and problem-posing language and power: Possibilities for small stories in inservice teacher education. Linguistics and Education 46 ► pp. 23 ff.
Endo, R.
2016. Counternarrating Racialized Expectations at School: The Diverse Enactments of “Non-Dominant” Identities Among 1.5-Generation Japanese Immigrant Youth. Journal of Language, Identity & Education 15:4 ► pp. 201 ff.
Hinton, Kip Austin
2016. Call It What It Is: Monolingual Education in U.S. Schools. Critical Inquiry in Language Studies 13:1 ► pp. 20 ff.
Lawton, Rachele
2016. A Critical Integrated Approach to Language Policy as Discursive Action: Strengths, Challenges, and Opportunities. In Discursive Approaches to Language Policy, ► pp. 105 ff.
Resnyansky, Lucy
2016. Scientific justification of social policies: concepts of language and immigrant integration. Journal of Ethnic and Migration Studies 42:12 ► pp. 2049 ff.
Warriner, Doris S.
2016. The Politics of English Language Teaching. In Language Policy and Political Issues in Education, ► pp. 1 ff.
Warriner, Doris S.
2017. The Politics of English Language Teaching. In Language Policy and Political Issues in Education, ► pp. 199 ff.
Granados, Nadia Regina
2015. Dual Language Graduates’ Participation in Bilingual and Biliterate Communities of Practice Across Time and Space. Bilingual Research Journal 38:1 ► pp. 45 ff.
Ryu, Minjung
2015. Positionings of racial, ethnic, and linguistic minority students in high school biology class: Implications for science education in diverse classrooms. Journal of Research in Science Teaching 52:3 ► pp. 347 ff.
Carter, Phillip M.
2014. National narratives, institutional ideologies, and local talk: The discursive production of Spanish in a “new” US Latino community. Language in Society 43:2 ► pp. 209 ff.
Carter, Phillip M.
2018. Hispanic-Serving Institutions and Mass Media Engagement: Implications for Sociolinguistic Justice. Journal of English Linguistics 46:3 ► pp. 246 ff.
Hult, Francis M.
2014. Drive-thru linguistic landscaping: Constructing a linguistically dominant place in a bilingual space. International Journal of Bilingualism 18:5 ► pp. 507 ff.
Sandhu, Priti
2014. “Who Does She Think She Is?”—Vernacular Medium and Failed Romance. Journal of Language, Identity & Education 13:1 ► pp. 16 ff.
Valdez, Juan R.
2014. La regimentación lingüística en un escenario transnacional. Language Problems and Language Planning 38:2 ► pp. 149 ff.
Darquennes, Jeroen
Warhol, Larisa & Anysia Mayer
2012. Misinterpreting School Reform: The Dissolution of a Dual-Immersion Bilingual Program in an Urban New England Elementary School. Bilingual Research Journal 35:2 ► pp. 145 ff.
Farr, Marcia & Juyoung Song
2011. Language Ideologies and Policies: Multilingualism and Education. Language and Linguistics Compass 5:9 ► pp. 650 ff.
Fitzsimmons-Doolan, Shannon
2011. Language ideology dimensions of politically active Arizona voters: an exploratory study. Language Awareness 20:4 ► pp. 295 ff.
Fitzsimmons-Doolan, Shannon
2014. Using lexical variables to identify language ideologies in a policy corpus. Corpora 9:1 ► pp. 57 ff.
Fitzsimmons-Doolan, Shannon
2014. Language Ideologies of Arizona Voters, Language Managers, and Teachers. Journal of Language, Identity & Education 13:1 ► pp. 34 ff.
De Costa, Peter I.
2010. Language ideologies and standard English language policy in Singapore: responses of a ‘designer immigrant’ student. Language Policy 9:3 ► pp. 217 ff.
Fuentes, Ronald
2010. Language Policy: Hidden Agendas and New Approaches, by Shohamy, E. G.. Journal of Language, Identity & Education 9:4 ► pp. 285 ff.
Benesch, Sarah
2008. “Generation 1.5” and Its Discourses of Partiality: A Critical Analysis. Journal of Language, Identity & Education 7:3-4 ► pp. 294 ff.
Kibler, Amanda
2008. Speaking like a “Good American”: National Identity and the Legacy of German-Language Education. Teachers College Record: The Voice of Scholarship in Education 110:6 ► pp. 1241 ff.
Wiley, Terrence G.
2007. THE FOREIGN LANGUAGE “CRISIS” IN THE UNITED STATES: ARE HERITAGE AND COMMUNITY LANGUAGES THE REMEDY?. Critical Inquiry in Language Studies 4:2-3 ► pp. 179 ff.
Wiley, Terrence G.
2012. English‐Only Movement. In The Encyclopedia of Applied Linguistics,
Wiley, Terrence G.
2014. Diversity, Super-Diversity, and Monolingual Language Ideology in the United States. Review of Research in Education 38:1 ► pp. 1 ff.
Pavlenko, Aneta
2006. We have room for but one language here: Language and national identity in the US at the turn of the 20th century. Multilingua - Journal of Cross-Cultural and Interlanguage Communication ► pp. 163 ff.
Johnson, Eric
2005. WAR in the Media: Metaphors, Ideology, and the Formation of Language Policy. Bilingual Research Journal 29:3 ► pp. 621 ff.
Wright, Wayne E.
2005. The Political Spectacle of Arizona's Proposition 203. Educational Policy 19:5 ► pp. 662 ff.
Leeman, Jennifer
Leeman, Jennifer
2019. Measured Multilingualism. In Language Politics and Policies, ► pp. 114 ff.
Wiley, Terrence G. & Wayne E. Wright
2004. Against the Undertow: Language-Minority Education Policy and Politics in the “Age of Accountability”. Educational Policy 18:1 ► pp. 142 ff.
Ovando, Carlos J.
2003. Bilingual Education in the United States: Historical Development and Current Issues. Bilingual Research Journal 27:1 ► pp. 1 ff.
Van Deusen-Scholl, Nelleke
2003. Toward a Definition of Heritage Language: Sociopolitical and Pedagogical Considerations. Journal of Language, Identity & Education 2:3 ► pp. 211 ff.
Brutt-Griffler, Janina
2002. Class, Ethnicity, and Language Rights: An Analysis of British Colonial Policy in Lesotho and Sri Lanka and Some Implications for Language Policy. Journal of Language, Identity & Education 1:3 ► pp. 207 ff.
Wiley, Terrence G. & Thomas Ricento
2002. Editors' Introduction: Language Rights and Educational Access at the Crossroads, Past and Present. Journal of Language, Identity & Education 1:3 ► pp. 171 ff.
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