The Power of Language, Learning and Socialization: Romani and Ebonics

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F25940082%3A_____%2F17%3AN0000001" target="_blank" >RIV/25940082:_____/17:N0000001 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1080/15348458.2016.1265451" target="_blank" >http://dx.doi.org/10.1080/15348458.2016.1265451</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/15348458.2016.1265451" target="_blank" >10.1080/15348458.2016.1265451</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Power of Language, Learning and Socialization: Romani and Ebonics

Popis výsledku v původním jazyce

This article draws attention to the role one’s language plays in socialization and explains the misunderstandings and conflicts over the integration of the Roma in the Czech Republic. Recognizing the role of home language leads to successful socialization. By not demanding that schools account for home language in the process of teaching, the Roma have implicitly agreed that Czech is the natural way through which children of diverse cultural backgrounds access education and adapt. Children of minorities and namely, the Roma, have been disadvantaged by cultural assumptions enabling teachers, curricula, and textbooks to construct the profile of a Czech student in a way that precludes his or her multicultural origin. To compare, the study provides insight into the conflict between Standard American English and Afro-American English and highlights its factors, legal resolutions, and contemporary situation. The article also reviews research on bilingual classrooms and learning in the United States and suggests that it is relevant to the contentious interrelationship of standard Czech and Romani at schools.

Název v anglickém jazyce

The Power of Language, Learning and Socialization: Romani and Ebonics

Popis výsledku anglicky

This article draws attention to the role one’s language plays in socialization and explains the misunderstandings and conflicts over the integration of the Roma in the Czech Republic. Recognizing the role of home language leads to successful socialization. By not demanding that schools account for home language in the process of teaching, the Roma have implicitly agreed that Czech is the natural way through which children of diverse cultural backgrounds access education and adapt. Children of minorities and namely, the Roma, have been disadvantaged by cultural assumptions enabling teachers, curricula, and textbooks to construct the profile of a Czech student in a way that precludes his or her multicultural origin. To compare, the study provides insight into the conflict between Standard American English and Afro-American English and highlights its factors, legal resolutions, and contemporary situation. The article also reviews research on bilingual classrooms and learning in the United States and suggests that it is relevant to the contentious interrelationship of standard Czech and Romani at schools.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

60201 - General language studies

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Language, Identity & Education

ISSN

1534-8458

e-ISSN

1532-7701

Svazek periodika

16

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

13

Strana od-do

45-58

Kód UT WoS článku

000395071500004

EID výsledku v databázi Scopus

2-s2.0-85011350010