Language ideologies and the education of speakers of marginalized language varieties: Adopting a critical awareness approach

Abstract

For over 40 years, sociolinguists have been demonstrating that all varieties of language are equal in linguistic terms. Yet vernacular varieties such as African American English and Hawai‘i Creole are still generally marginalized and excluded from the educational process, with the result that speakers of these varieties are disadvantaged in education as well as other areas. This article discusses four interrelated language ideologies that contribute to this state of affairs. Then it describes the “awareness” teaching approach, which in opposition to these ideologies includes marginalized varieties in the curriculum. This is followed by an examination of the extent to which the awareness approach deals with the inequalities perpetuated by the prevailing language ideologies. The article goes on to argue that a critical version of the awareness approach is a more effective alternative.