[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603396-105":59,"doc-detail-603396-en":129},{"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":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","linguistic-moments-language-teaching-and-teacher-education-in-the-us","Linguistic Moments - Language, Teaching, and Teacher Education in the U.S.","","Linguistic Moments examines how U.S. K-12 and teacher education systems treat bilingual and bidialectical learners, foregrounding the controversy over whether students’ home languages should be engaged in teaching Standard English. It argues that many “diversity” courses fail to address language barriers and often silence learners’ cultural perspectives. Drawing on critical race counterstories, teacher educators explore how language shapes cultural identity and how awareness of language as an evolving dialogical process can create new linguistic communities.",{"@graph":69,"@context":121},[70,84,104],{"@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/linguistic-moments-language-teaching-and-teacher-education-in-the-us/603396/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/linguistic-moments-language-teaching-and-teacher-education-in-the-us/603396.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does the article question the way American schooling handles languages other than English?","Question",{"text":111,"@type":112},"It highlights how compulsory education has long used language replacement to Americanize immigrant children, and argues current schooling continues similar Americanization pressures. The article links these practices to ongoing controversy and to language barriers that limit educational and social experiences.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What problem do the authors identify in many teacher education “diversity” courses?",{"text":116,"@type":112},"The authors say many courses do not address the significance or impact of language barriers on linguistically diverse learners. They also note that teachers may treat bilingual students as “others,” sometimes prohibiting home languages in classrooms.",{"name":118,"@type":109,"acceptedAnswer":119},"How do critical race counterstories fit the article’s purpose?",{"text":120,"@type":112},"The article presents critical race counterstories as a methodological framework to make visible how the contributors’ diverse linguistic experiences shape their concerns and efforts. It connects these stories to broader questions about language diversity and educative possibilities for dominant and marginal languages.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603396,1792100476,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":31},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Linguistic Moments:  \nLanguage, Teaching, and Teacher Education in the U.S.  \nBy LaVada Brandon, Denise Marie Taliaferro Baszile,& Theodora Regina Berry  \nLaVada Brandon is a professor in the School of Education at Purdue University Calumet, Calumet, Indiana. Denise Marie Taliaferro Baszile is a professor in the School of Education at Miami University, Oxford, Ohio. Theodora Regina Berry is a professor in the College of Education at the University of Illinois-Chicago, Chicago, Illinois.  \nWhen will a legitimately American language, a language including Nebraska, Harlem, New Mexico, Oregon, Puerto Rico, Alabama, and working class life and freewaysand Pac-man become the language studied and written and glorified in the classroom?(Jordan, 1985, p. 30)  \nReflecting on a dilemma that is neither new nor resolved, two decades ago political essayist June Jordan (1985) asked the question: “When will a legitimately American language, a language including Nebraska, Harlem, New Mexico, Oregon, Puerto Rico, Alabama, and working class life and freeways and Pac-man become the language studied and written and glorified in the classroom”(p. 30). Since the advent of compulsory education in U.S. society, the question of cultural and linguistic pluralism has been a source of controversy. In the late 19th century, a major impetus for the common school movement was a need to Americanize Eastern European immigrant children, which in part meant re-  \nplacing their native tongues with English (Tyack, 1974). Today American schooling continues its quest of Americanization, albeit focused on different populations of students, includingAfricanAmerican, LatinAmericanandAsianAmerican students among others.  \nDemographic projections show that increasing numbers of bilingual and bidialectical children entering U.S. public schools continue to be a primary challenge for the overwhelmingly White and monolingual (English Only) teaching force in K-12 classrooms (Nieto, 2004). The most profound effect of such schooling situations is language barriers, which stifle communication and hinder the possibilities of educational and social experiences. While the debate rages on about whether to and how to engage students’home languages as part of the effort to teach Standard English, we are entering this debate with a specific concern about the lack of significance given to language in teacher education “diversity” courses.  \nMany diversity courses that prepare pre-service teachers do not address the significance or the impact of language barriers on linguistically diverse learners. Often time, new and veteran teachers construct their bilingual and /or bidialectical students as others and are unaware of how to use their students’social, cultural, and political linguistic communities to facilitate the academic growth and development of these learners. Too many teachers perceive students who are linguistically different from the mainstream as inferior. In many cases the home language of learners are prohibited in the classroom (Franqiz & Reyes, 1998) . The end result is that teachers silence their students’ cultural perspectives and approach them as little broken bodies needing to be fixed. Yet, countless researchers hold that successful learning experiences for bilingual and bidialectical students connect school to students’home language, culture, and community and as such use current knowledge to build future learning experiences (Delpit, 1995; Ladson-Billings, 1994; Nieto, 2004; Perry and Delpit, 1998) .  \nEach of the contributors to this article is a teacher educator who currently has or has had in the recent past the responsibility of teaching “the diversity” course within their respective teacher education programs. Based on our distinct yet similar experiences, we believe that it is critical to find ways to effectively address language—within these courses—not simply as a technical skill and not simply by stressing the need to learn standard English, but more importan","cbCaimRuOc2pjTK9","https://ap.wps.com/l/cbCaimRuOc2pjTK9","pdf",81465,"English","# Introduction\n## Language barriers and school Americanization\n## Limits of “diversity” courses in teacher education\n## Language as cultural identity and teacher educator responsibility\n# Methodological framework\n## Critical race counterstories and CRT mission","[{\"question\":\"Why does the article question the way American schooling handles languages other than English?\",\"answer\":\"It highlights how compulsory education has long used language replacement to Americanize immigrant children, and argues current schooling continues similar Americanization pressures. The article links these practices to ongoing controversy and to language barriers that limit educational and social experiences.\"},{\"question\":\"What problem do the authors identify in many teacher education “diversity” courses?\",\"answer\":\"The authors say many courses do not address the significance or impact of language barriers on linguistically diverse learners. They also note that teachers may treat bilingual students as “others,” sometimes prohibiting home languages in classrooms.\"},{\"question\":\"How do critical race counterstories fit the article’s purpose?\",\"answer\":\"The article presents critical race counterstories as a methodological framework to make visible how the contributors’ diverse linguistic experiences shape their concerns and efforts. It connects these stories to broader questions about language diversity and educative possibilities for dominant and marginal languages.\"}]","Linguistic Moments - Language, Teaching, and Teacher Education in the U.S. | PDF",1792096176]