"THERE IS A STRUCTURE TO ALL FORMS OF OPPRESSION": SHIFTING FROM LINGUICISM TO ANTI-LINGUICISM IN NEW YORK SCHOOLS

Perspectives from educators and students elucidate how systemic language discrimination and oppression (i.e., linguicism) are perpetuated in the New York education system, even though it has one of the most comprehensive approaches to supporting multilingual students in the nation (Sugarman, 2016). The legacy of teaching English as a colonizing practice continues as bilingual programs have been strategically diminished across the state (García, 2011) and the English as a New Language (ENL) program is upheld as the default instructional model servicing 80% of multilingual learners (MLLs). Instead of using ENL programs to uplift multilingual students’ identities and ensure their quality academic experiences, schools have inadequately resourced ENL staff and instructional supports, cashed out multilingual learners, and diminished them through deficit and assimilative language (i.e., “low,” English language learner, limited English proficient). This mixed methods study, grounded in Critical Language Awareness and intersectionality, mobilized educators as agents of change by shifting their awareness, criticality, and mindsets towards actions and commitments grounded in anti-linguicism. The intervention utilized a video, infographic, and reflection prompts to provide participants with frameworks for combatting linguicism, elevating their critical language awareness, and implementing anti-linguicism actions in their personal practices and school communities.

Findings from this intervention demonstrated significant increases in participants’ awareness and knowledge of linguicism and anti-linguicism, understanding and criticality of their language identities, and affirmation of their roles as advocates and educators of multilingual students. Recommendations for the field include conceptually co-constructing and promoting anti-linguicism, engaging disinterested stakeholders, disrupting power dynamics within schools, and critically exploring language as an essential intersectional identity factor. Overall, the dissertation expanded upon the goals of anti-racist scholarship by rejecting the cultural standards and hierarchies among language groups (Kendi, 2023) and presenting anti-linguicism as a disruptive force that equalizes and embraces diversity within language.