Linguistic Discrimination Annotated Paper

You may choose to narrow your focus to one particular form of linguistic discrimination (such as accent discrimination or English-only regulations), or you may want to provide an overview of various different forms of linguistic discrimination.

Definitely keep looking through the course bibliography and the articles from past students, as quite a few students in the past have worked on this topic. The perfect place for you to start your research is with Rosina Lippi-Green’s English with an Accent. This should be available in the NJCU library, or you can borrow my copy if it is not.

I’ll concentrate on linguistics discrimination in the United States. This is a major problem that many individuals encounter today, and it occurs when someone is treated differently because of their native language or other language skill traits. If an employer has a “speak English only” policy, but the employee’s native tongue isn’t English, she may be subjected to linguistic discrimination. For example, someone can be subjected to language discrimination if she is treated less favorably than other employees because she speaks English with an accent, or if she is informed she does not qualify for a position because her English is inadequate. Language is frequently linked to a specific ethnic group, and history has shown that linguistic oppression is traumatic.

ANSWER

Linguistic Discrimination: English-Only Policies

There are significant disparities in academic performance between across social groups. The rates of Black and Latinx students who successfully complete high school are significantly lower than Asian and White students. Parhouse et al. (2019) attribute these discriminative instruction approach in credits earned, test scores, etc. For example, most educational institutions have an English-only policy, i.e., they use English as the only instruction medium across the whole curriculum. However, new evidence is emerging that these English-only policies are not only discriminative but hinder effective learning. Due to globalization, student populations in many institutions will become more diverse, underscoring the importance of a more inclusive learning environment. This paper aims to examine the impact of English-only policies on students’ performance, given that many institutions use English as a medium of instruction.

Colón, I., & Heineke, A. J. (2015). Bilingual Education in English-Only: A Qualitative Case Study of Language Policy in Practice at Lincoln Elementary School. Mid-Western Educational Researcher, 27(4). https://www.mwera.org/MWER/volumes/v27/issue4/v27n4-Colon-FEATURE-ARTICLE.pdf

Many schools in the U.S. have implemented programs such as transitional bilingual education (TBE) and maintenance bilingual education (MBE) to help immigrant and non-native English speakers. This study investigates teachers’ appropriation of these policies in an urban primary school with a large Spanish-speaking population. The authors found that despite these bilingual policies being in place, most classes in the school used a predominantly English-only instruction approach. The authors also found that the TBE and MBE programs did not have consistent Spanish components even though the programs are designed to be bilingual. The primary reason for this outcome is that most assessments measured at the school-, district-and state-level are English-only, prompting teachers to instruct in English instead of using the bilingual approach. This study demonstrates that the country has bilingual policies, but linguistic discrimination still exists. External demands placed on teachers, e.g., English-only standard tests or assessments, force teachers to instruct in English instead of the bilingual instruction approach.

McMillan, B. A., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward “English only.” System, 39(2), 251-263. http://lenguasvivas.org/campus/files/0_40/attitudestowardsEnglishonly.pdf

Japanese believe that using learners’ native language during instruction is ineffective, especially for students taking classes in a second language. Therefore, English-only instruction is often promoted as a best practice. The authors of this study explored the views of native-speaking English teachers in Japan on how this instruction model affects students. Contrary to popular opinion, the teachers revealed that the English-only policy was counterproductive and ineffective. Most teachers believed that mandating students to speak English resulted in negative teaching and learning experiences. The teachers also revealed that the students would defy the mandates and switch to their native language, causing teacher-student conflicts. Also, the study revealed that compliant students preferred speaking off-record, suggesting a lack of confidence.

In contrast, code-switching, i.e., using both Japanese and English during instruction, significantly improved the teaching and learning experiences. When teachers used code-switching, students’ attitudes toward the teacher improved. The teachers were also able to understand and meet students’ learning needs. One teacher is quoted saying:

“The expediency of a simple Japanese translation can save extensive time and considerable frustration on the part of the student. I sometimes ask the students for the Japanese translation of a vocabulary item as a very simple and quick comprehension check.”

Using the native language helped the students translate difficult phrases and clarify other communicative challenges. Hence, having a strict English-only policy was unfair to most students. The authors concluded that using students’ native language during instruction can facilitate learning the second language. Forcing students to speak English in class may cause deviant behaviors and students’ negative attitudes toward the teacher. Also, code-switching is more effective than overusing any one language during instruction.

Sarooj, R. (2020). A qualitative study on the effect of linguistic discrimination on the students of Iqra University. Pakistan Review of Social Sciences (PRSS), 1(1), 59-68. https://journals.pakistanreview.com/index.php/PRSS/article/download/4/16

This study examines the effect of linguistic discrimination on the academic performance of Bachelor of Science students in Iqra, Islamabad. The study found that using English as a standard language negatively affected the performance of non-native English speakers. The factors contributing to the low performance are: students’ interaction difficulties, isolation, unwillingness to participate in class, communication hesitation, and anxiety. Apart from low academic performance, the English-only policy also diminished the non-native speakers’ school experiences. Discriminatory jokes, devaluation of their native languages, and discriminative attitudes from professors and classmates caused the students to have low self-esteem and lack confidence.

The participants in this Sarooj’s study revealed that they feared being mocked or criticized for their academic performance; hence avoided partaking in class activities. Sarooj (2020) concluded that the English-only policies negatively affect students’ performance and demoralize students, and made students believe they are incompetent. Consequently, the students lose confidence and stop interacting in-class activities, which, in turn, affects their academic performance.

Shvidko, E. (2017). Learners’ attitudes toward “English-only” institutional policies: Language use outside the classroom. TESL Canada Journal, 34(2), 25-48. https://teslcanadajournal.ca/index.php/tesl/article/download/1265/1088/

The author of this study examined students’ attitudes toward English-only policies. The authors explored the views of students enrolled in an intensive English program (IEP), programs designed to develop the students’ language skills. The study found that 84.2% of students had a positive attitude toward the English-only policy outside the classroom setting, while only 3.8% had a wholly negative attitude. These negative attitudes were not directed at the policy per user but at the institutional consequences of non-adherence.

The students revealed that failing to adhere to the classroom language requirements resulted in punishment or scolding, causing them to form negative attitudes toward the police. Even students who appreciated the usefulness of the English-only policy were strongly against forcing students to speak English. The authors concluded that the English-only policies outside the classroom provided opportunities for non-native speakers to learn the language. Forcing students to speak the language caused learner dissatisfaction, which, in turn, negatively affected their academic performance.

Conclusion/Analysis

English-only policies are covert forms of discrimination. Even though many institutions believe this approach is the best for students, especially those learning English as a second language, evidence shows that it is not. First, it contributes to students’ low academic performance by restricting the non-native speakers from contributing to or participating in-class activities. Secondly, it leads to deviant behaviors and teacher-student conflicts, especially in institutions that impose disciplinary action against students who do not adhere to the English-only mandates. Thirdly, students may develop negative attitudes toward the instructor when forcefully imposing these policies. Fourthly, these policies reduce the social well-being of students. Most non-native speakers revealed that these policies contributed to their low self-esteem and lack of confidence, making them believe they were academically incompetent. The students also tend to avoid social interactions because they fear being mocked or criticized for their accents. To create an inclusive learning environment, institutions should allow bilingual teaching or code-switching for students. These policies must be accompanied by structural or systematic changes. For example, standardized tests at the school, district, and state levels must be open and accommodate non-native speakers’ linguistic needs to encourage teachers to use the bilingual approach.

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