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Teaching Diverse Populations  EDG 2701 Unit II Lesson VII Linguicism
Personal Information Joseph D. McNair Associate Professor, Senior jmcnair@mdc.edu			Links Course Syllabus
Introduction to the Lesson The purpose of this sixth lesson in this second unit is to introduce the education student to the specific beliefs, values and attitudes rooted in fear and ignorance and are known collectively as Linguicism. The student will study the overarching concepts of anguge, linguistic diversity, language rights, and linguistic genocide There are several definitions of these concepts which will guide the discussions in this lesson.  Language... according to Robert Phillipson...is a very deep part of humans and we tend to identify ourselves through it. The major language right we possess is the right to learn and use our own language, but this right is often forgotten not only by the speakers of other languages but also by the very speakers of minority languages, whichever they might be. When talking about language and language teaching it is often forgotten how many languages exist; as a consequence, minority languages receive a smaller attention from Applied Linguistics. Generally speaking, lack of linguistic rights runs parallel with lack of other civil rights. Linguistic human rights is a topic which has been given little reflection in the academic literature. The reason for that may be that linguistic human rights deals not only with linguistic issues but also with political ones.  According to Tove Skutnabb-Kangas, Linguicism is comprised of: Ideologies, structures, and practices which are used to legitimate, effectuate, regulate, and reproduce an unequal division of power and resources (both material and immaterial) between groups which are defined on the basis of language (Skutnabb-Kangas 1988).  Again Robert Phillipson " Linguicism involves representation of the dominant language, to which desirable characteristics are attributed for purposes of inclusion, and the opposite for dominated languages, for purposes of exclusion...Linguicism may be in operation simultaneously with sexism, racism, or classism, but Linguicism refers exclusively to ideologies and structures where language is the means for affecting or maintaining an unequal allocation of power and resources...Like racism, Linguicism may be conscious or unconscious on the part of the actors, and overt or covert...(quoted from Phillipson, R., 1992, Linguistic Imperialism, Oxford University Press, Oxford, p.55).    This lesson was developed to address elements of competency #2,#3, #4 and #5 on the functions of the educational process (teaching and learning) and schooling for education majors who are taking EDG 2701 in partial fulfillment of the graduation requirements for an Associate of Arts degree in Teaching (Elementary), Teaching (Secondary), Early Childhood and Exceptional Education. Competency #2 reads (in part) as follows: The student will examine the impact of diversity upon the educational process by Defining the past and present roles of education in a multicultural society. Comparing and contrasting the essential elements of a culturally competent educator. Describing the functions of schooling in America. Competency #3 reads (in part) as follows: The student will examine barriers to understanding diversity by Reviewing one's own viewpoint and value system, and compare and contrast these with the viewpoints and values of others from diverse backgrounds. Defining the concept of a cultural filter and explain how it affects the way a person or a group perceives reality. Examining barriers to cultural understanding such as the concept and use of intelligence tests, assessment of student achievement, teacher biases, tracking of students, etc. Competency #4 reads (in part) as follows:  The student will examine the structure and complexity of diversity by Describing the influence of diversity on interpretation of course content. Reviewing schemata for learning about any culture. Identify the unifying beliefs, values, and attitudes shared by groups and individuals in America. Competency #5 reads (in part) as follows: The student will have the opportunity to develop intercultural competence and cultural relativism by Analyzing situations through multiple cultural perspectives. Discussing the barriers that lead to an unwillingness and/or inability to view reality from another point of view. Learning and practicing techniques to gain insight into other cultures and to foster personal transformation. (A complete list of all the competencies for EDG 2701 is provided below by clicking on the link en titled competencies)
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