Heteroglossia: Reframing the Conversation Around Literacy Achievement for English Language Learners and American Indian/Alaska Native Students

Abstract

The dominant academic discourse of policy makers in the United States for closing literacy achievement gaps has focused on improvement and assessment of efficient English language acquisition. However, insufficient attention is being paid to literacy achievement that is not at the expense of the mother tongue, and policy has not considered the true cost of these measures implemented for English literacy achievement for all English language learner (ELL) students. There exist cultural and political tensions in learning Standard English for both American Indian and English as a second language (ESL) students. American Indian languages and cultures are being lost, partly as a result of federal and state education policies that historically and continue to call for the “Americanization” of Indian students. Additionally, many ELLs face the threat of language drift of their distinct mother tongue. The unique implications of English-language achievement pose challenges and opportunities for educators striving to ensure that such students succeed in school. In this chapter, we propose that closing achievement gaps should be seen within a larger context of how language is embedded in students’ holistic identities. Improving literacy achievement must be driven by policy and practices that address tensions inherent in teaching a dominant language—Standard English—to non-English populations.

Is the American Dream for monolinguals only? What will it take to have children’s voices heard?

—Lourdes Diaz Soto, 1997