Rethinking linguistic deficits, differences, and dominance

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ID: 322103
2026
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Abstract
Abstract This chapter examines language learning through language socialization, educational linguistics, and applied linguistics, and foregrounds how cultural context, power, and history shape linguistic practices, policies, and assessments. It challenges deficit-based perspectives by reframing differences in relation to the forms of dominance through which they are (re)produced. By extension, it demonstrates how multilingual repertoires emerge through situated social processes while mainstream schooling often replicates hierarchies that marginalize racialized and minoritized learners. Drawing on ethnographic cases from a dual-language elementary school in Arizona and a California high school, the chapter analyses tensions between community practices and institutional norms, including monoglossic policies, standardized testing, and restrictive language learning classifications. It reconceptualizes language learning by highlighting translanguaging, code-switching, and learner agency, while exposing how assessments and labels such as Long-Term English Learner construct enduring novicehood and obscure linguistic dexterity. Finally, the chapter advocates systemic change to challenge linguistic domination.
Reference Key
openalex_W7170059200 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Jonathan Rosa, Neida Basheer Ahmad, Victoria Melgarejo
Journal Oxford University Press eBooks
Year 2026
DOI
10.1093/oxfordhb/9780198873174.013.0008
URL
https://doi.org/10.1093/oxfordhb/9780198873174.013.0008
Keywords Keywords not found

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