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Linguistic Variation and Linguistic Inclusion in the US Educational Context

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Mallinson AR of Lx 3.27.23 FINAL (1).pdf (379.82 KB)

Links to Files

https://www.annualreviews.org/doi/abs/10.1146/annurev-linguistics-031120-121546

Permanent Link

https://doi.org/10.1146/annurev-linguistics-031120-121546
 http://hdl.handle.net/11603/29660

Collections

UMBC Language, Literacy, and Culture Department
UMBC Center for Social Science Scholarship
UMBC Faculty Collection

Author/Creator

Author/Creator ORCID

https://orcid.org/0000-0002-8988-5399

Date

2023-08-16

Type of Work

journal articles
preprints
Text

Department

Program

Citation of Original Publication

Mallinson, Christine. “Linguistic Variation and Linguistic Inclusion in the US Educational Context.” Annual Review of Linguistics 10, no. 1 (2024). https://doi.org/10.1146/annurev-linguistics-031120-121546.

Rights

Posted with permission from the Annual Review of 2023 Volume 10© by Annual Reviews, http://www.annualreviews.org.

Subjects

Abstract

This article examines linguistic variation in relation to the critical social institution and social domain of education, with an emphasis on linguistic inclusion, focusing on the United States. Education is imbued with power dynamics, and language often serves as a gatekeeping mechanism for students from minoritized backgrounds, which helps create, sustain, and perpetuate educational inequalities. Grounded in this context, the article reviews intersecting factors related to linguistic variation that affect student academic performance. Empirical and applied models of effective partnerships among researchers, educators, and students are presented, which provide road maps to advance linguistic inclusion in schools within the broader social movement for equity in education.