[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598035-105":59,"doc-detail-598035-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","imperialist-desires-in-english-only-language-policy","Imperialist Desires in English-Only Language Policy","","Imperialist Desires in English-Only Language Policy examines how enforcing English as the sole language of instruction undermines educational equity for non-English–speaking students. The article argues that education reform debates often ignore the direct link between language imposition and elevated failure and dropout rates, especially for Latino students. Drawing on cases such as Lau v. Nichols, it critiques policy choices that eliminate bilingual education, intensify high-stakes English testing, and intensify harm within urban school systems.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/imperialist-desires-in-english-only-language-policy/598035/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/imperialist-desires-in-english-only-language-policy/598035.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article argue about the effectiveness of English-only instruction in schools?","Question",{"text":112,"@type":113},"It argues that the emphasis on English-only instruction in educational contexts fails to support students whose dominant language is not English and contributes to unacceptable failure and dropout outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article use legal and empirical references to support its position?",{"text":117,"@type":113},"It cites the Lau v. Nichols case to show that restricting language-minority children to an unfamiliar language violates civil rights protections, and it references graduation and dropout statistics for Latino students.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article describe English-only policy as connected to imperialism?",{"text":121,"@type":113},"It claims that an imperialist ideology frames English as superior and essential, leading to policy decisions that dismiss linguistic diversity, weaken bilingual education, and increase educational damage over time.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598035,1792633056,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Imperialist Desires in  \nEnglish-Only Language Policy  \nThis article tackles the questions around the efficacy of the English language in educational contexts.1 The author argues that the answer to these questions has nothing todo with whether English is a more viable language of instruction or whether it promises non-English–speaking students full participation both in school and the society at large. This position, in the author’s view, would point to an assumption that English is, in fact, a superior language and that we live in a classless, race-blind society. He proposes, instead, that the attempt to institute proper and effective methods of educating non-English–speaking students rests on a full understanding of the ideological elements that generate and sustain linguistic, cultural, and racial discrimination, which represent vestiges of a colonial legacy in our democracy.  \nWhile the issue of language of instruction remains one of the  \nmajor challenges in public education in the US, the inces  \nsant debate over education reform, more often than not, pays little attention to the direct relationship between the imposition of English as the only viable language of instruction and the unacceptable failure rate experienced by students whose dominant language is not English. The rate is improving slightly, but “Latino students in Boston have the lowest graduation rate at 60% and the highest dropout rate of 18% as compared to all other ethno-racial groups in the district”(Berardino, 2015, p. 9), while the ongoing educational-reform debate remains deformed to the degree that it almost always ignores the role of language in academic success. In fact, the current national educational-reform debate never acknowledges “one of the last [civil rights] victories in the Lau v. Nichols case, which held that offering language-minority children only instruction in a language they could not understand violated the Civil Rights Act”(Orfield, 2014, p. 276) .  \nThe CATESOL Journal 29.1 • 2017 • 81  \nThe dismissal of language in educational policy and implementation has traditionally been part of an education planning that excludes rather than includes an ever-increasing number of non-English speakers who populate most urban public schools. In some schools, more than 90% of students are classified as nondominant English speakers (ELLs) and yet the recipe for addressing the academic failure of these students is more high-stakes testing and more obsession with English instruction that borders on the ridiculous. For instance, the State of Massachusetts promulgates a law that not only abolished bilingual education, but that made instruction in a language other than English illegal. In the meantime, white male students in the Boston Public Schools are “40 percent more likely than Latino males”( The Boston Globe, 2015, p. A10) to graduate from high school. Given the systematic high failure rate of Latina(o) students in the Boston Public Schools, a Boston Globe editorial highlighted that “parents and members ofthe community listed [one of] the characteristics they want ina new superintendent [of schools]: someone who has experience dealing with English language learners”(2015, p. A10) . At the same time that parents and members of the community are protesting the criminally high failure rate of nondominant English speakers, policy makers and educational leaders are demanding more high-stakes testing in English-only and more accountability while they operate with total impunity and remain unaccountable to the long-term damage their English-only educational policies are doing to what are now called majority minority schools and to society in general. In the meanwhile, the prison pipeline is increasing daily with the very students who are victims of the manufactured failure of the supposedly democratic public schools.  \nPart of the reason language is never considered as a major factor to be taken seriously in educational policy making is the imperialis","cbCaij1RDTUStuJS","https://ap.wps.com/l/cbCaij1RDTUStuJS","pdf",296549,"English","# English-only language and educational outcomes\n## Discrimination, ideology, and colonial legacy\n## Evidence from policy and graduation/dropout rates\n## Imperialist view of English and foreign language education","[{\"question\":\"What does the article argue about the effectiveness of English-only instruction in schools?\",\"answer\":\"It argues that the emphasis on English-only instruction in educational contexts fails to support students whose dominant language is not English and contributes to unacceptable failure and dropout outcomes.\"},{\"question\":\"How does the article use legal and empirical references to support its position?\",\"answer\":\"It cites the Lau v. Nichols case to show that restricting language-minority children to an unfamiliar language violates civil rights protections, and it references graduation and dropout statistics for Latino students.\"},{\"question\":\"Why does the article describe English-only policy as connected to imperialism?\",\"answer\":\"It claims that an imperialist ideology frames English as superior and essential, leading to policy decisions that dismiss linguistic diversity, weaken bilingual education, and increase educational damage over time.\"}]","Imperialist Desires in English-Only Language Policy | PDF",1792086175,76]