English Is Not <i>All</i> That Matters in the Education of Secondary Multilingual Learners and Their Teachers

Authors

  • Kara Mitchell University of Colorado Denver

DOI:

https://doi.org/10.18251/ijme.v14i1.495

Keywords:

multilingual learners, English as a second language, critical race theory, majoritarian stories

Abstract

Utilizing the critical race theory (CRT) construct of majoritarian stories and the already identified story of English-is-all-that-matters in the education of multilingual learners and their teachers, this study illustrates the influence of this powerful narrative in classroom practice. By promoting English-only instruction, maintaining a limited perspective of what it means to know English, and treating multilingual learners as if they were monolingual, this study demonstrates that multilingual learners’ educational opportunities are being limited through a persistent and unhelpful overemphasis on English.

Author Biography

Kara Mitchell, University of Colorado Denver

Kara Mitchell is an Assistant Professor in the Urban Community Teacher Education Program at the University of Colorado Denver.  Her research interests focus on advancing equity in the policy and practice of teacher preparation. Recent publications include: "Teacher Education for Social Justice: What's Pupil Learning Got to do With it?" (co-authored with Marilyn Cochran-Smith and Ann Marie Gleeson) in Berkeley Education Review, 2010, and "Teach Outside the Classroom" in M.C. Fehr and D.E. Fehr (Eds.) Teach Boldly! Letters to Teachers about Contemporary Issues in Education, Peter Lang, 2010.

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Published

2012-04-24

How to Cite

Mitchell, K. (2012). English Is Not <i>All</i> That Matters in the Education of Secondary Multilingual Learners and Their Teachers. International Journal of Multicultural Education, 14(1). https://doi.org/10.18251/ijme.v14i1.495

Issue

Vol. 14 No. 1 (2012): Open Theme Issue

Section

Articles (Peer-reviewed)