A Discussion of Black Language Within the Context of Bilingual Pedagogy

Implications for Administrators

Authors

DOI:

https://doi.org/10.32674/jsard.v9i1.4824

Keywords:

Bilingual education, Black language, translanguaging, culturally responsive pedagogy

Abstract

The author examines some of the critical issues raised by Baker-Bell (2020a) about language education in the United States. The challenges associated with linguistic justice are related to a history of linguistic discrimination in the United States, which many sources have documented and affected many different linguistic backgrounds and peoples. This research inspired her to develop an antiracist Black language pedagogy that assists students in understanding their position in white linguistic hegemony. The author evaluates some of the ideas of Black language pedagogy, explicitly focusing on the requirements of administrators in K-12 education. Additionally, the author contrasts Baker-Bell’s ideas to translanguaging and how heteroglossic pedagogies are used to develop bilingual and bicultural students similar to the concepts of García (2009). The author then discusses how the ideas of heteroglossic language pedagogies, Black language pedagogy, and translanguaging could inform each other.

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Author Biography

Steven Sharp, Governors State University

STEVEN K. SHARP, PhD, is an Assistant Professor in the Division of Teaching and Leadership at Governors State University. His major research interests lie in the areas of multilingualism, multiculturalism, culturally responsive teaching and learning, higher education research, and ethical use of technology. Email:

 

References

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Published

2024-04-18

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Essays and Commentaries