Nelson Flores
Dados Biográficos
| ID | 86667 |
|---|---|
| NOME | Nelson Flores |
| PRENOMES | Nelson |
| SOBRENOME | Flores |
| ASSINATURA | FLORES N |
| AFILIAÇÕES | University of Pennsylvania |
| ORCID | 0000-0003-3864-7806 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 49 |
| TOTAL DE CITAÇÕES | 1198 |
| TOTAL COMO AUTOR | 45 |
| TOTAL COMO EDITOR | 4 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 13 |
Rebranding Calp
I would never in a million years have predicted that I would be writing a commentary in support of a special issue advocating for CaLP. This is because a major argument I have made in my scholarshi
“False Positives, Re-Entry Programs and Long Term English Learners”
At the core of contemporary U.S. language education policy is the dichotomous dividing of bilingual students into English Learners (ELs) who are entitled to extra support and non-ELs who are not entitled to this support. In this article, we genealogically trace the normative assumptions that go into this framing of the issue. We begin by examining the historical development of this dichotomous grouping of bilingual students within the remedial fr…
Changes that stick
Many education leaders may wonder how to implement sustainable policy changes that will benefit youth, families, and the community. Arielle Lentz, Laura Desimone, Amy Stornaiuolo, Katie Pak, Nelson Flores, Philip Nichols, Morgan Polikoff, and Andy Porter share findings from school change efforts in more than 170 districts in five states. They present six key strategies based on this work, and they share examples of how districts employed the succ…
Authority over power in English learner accountability policies
Pushback against the perceived federal overreach into educational reform has led to renewed calls for a return to local control of schools. In contrast to this general trend, there has continued to be a strong national role for English learner (EL) accountability policies related to EL identification, monitoring and reclassification processes. In this article, we seek to bring attention to the historical development and contemporary instantiation…
Undoing cislingualism
Premises, Pitfalls, and Possibilities of Undoing Competence
We want to thank all of the commentators for their thoughtful engagement with our ideas and their efforts to move them in new directions that we had not considered. We are encouraged by growing interest in critical examinations of the origins of applied linguistics as a point of entry for reconsidering some of its key frameworks. This commitment to interrogating intellectual origins is central to Heller and McElhinny's (2017) expansive analysis o…
Rethinking Language Barriers & Social Justice from a Raciolinguistic Perspective
The trope of language barriers and the toppling thereof is widely resonant as a reference point for societal progress. Central to this trope is a misleading debate between advocates of linguistic assimilation and pluralism, both sides of which deceptively normalize dominant power structures by approaching language as an isolated site of remediation. In this essay, we invite a reconsideration of how particular populations and language practices ar…
Undoing raciolinguistics, unsettling (socio)linguistics
Undoing raciolinguistics
In this commentary, we discuss common pitfalls associated with the study of race and language, focusing specifically on the recent emergence of raciolinguistics as a frame for these efforts. We examine how raciolinguistics can be taken up in ways that silo discussions of race from the rest of linguistics-as something that the "raciolinguists" do-such that careful study of issues including colonialism, power, and societal hierarchies is perpetuall…
Deshaciendo la raciolingüística1
En este comentario, discutimos las trampas comunes asociadas con el estudio de la raza y el lenguaje, centrándonos específicamente en la reciente aparición de la raciolingüística como marco para estos esfuerzos. Examinamos cómo la raciolingüística puede ser abordada de maneras que aíslan las discusiones sobre la raza del resto de la lingüística -como si fuera algo que solo hacen los "raciolingüistas"- de modo que el estudio cuidadoso de cuestione…
Undoing Competence
Conceptualizations of competence that permeate applied linguistics systematically fail to account for the role of racialization in language learning and assessments thereof. To interrogate the racialization of linguistic competence, we first examine its discursive emergence in conjunction with the ideological construction of linguistic homogeneity as central to the naturalization of race within the context of European colonialism. We then track h…
Toward a raciolinguistic perspective on translation and interpretation
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“False Positives, Reentry Programs, and Long Term English Learners”
At the core of contemporary U.S. language education policy is the dichotomous dividing of bilingual students into English learners, who are entitled to extra support, and non-English learners, who are not entitled to this support. In this article, we genealogically trace the normative assumptions that have gone into this framing of the issue. We begin by examining the historical development of this dichotomous grouping of bilingual students withi…
‘In other schools you can plan it that way’
In recent years, there has been a massive expansion of dual language education (DLE) programs across the United States. Many of these programs are located in relatively affluent areas with large numbers of white professional families. Yet, most Latinx students attend high-poverty schools. In this article, we use the School District of Philadelphia as a case study of efforts to expand DLE in such high-poverty schools with large concentrations of L…
Decolonization, Language, and Race in Applied Linguistics and Social Justice
While applied linguistics research can serve as an important site for understanding and contributing to efforts toward challenging historical and contemporary power structures, it is also crucial to interrogate how numerous normative concepts and logics within the field of applied linguistics both reflect and reenact dominant power structures. Centering colonialism and racism in our analysis, this commentary considers how applied linguistics ofte…
A raciolinguistic perspective on standardized literacy assessments
Rejecting abyssal thinking in the language and education of racialized bilinguals
Following Boaventura de Sousa Santos, the authors of this article reject the type of “abyssal thinking” that erases the existence of counter-hegemonic knowledges and lifeways, adopting instead the “from the inside out” perspective that is required for thinking constructively about the language and education of racialized bilinguals. On the basis of deep personal experience and extensive field-work research, we challenge prevailing assumptions abo…
Raciolinguistic genealogy as method in the sociology of language
This commentary proposes raciolinguistic genealogy as a methodological approach to the sociology of language. It briefly defines three components of this approach: 1) a genealogical stance; 2) a materialist framing of racism; and 3) a raciolinguistic perspective. It offers the case of bilingual education in the United States as an illustration of the affordances of raciolinguistic genealogy in moving the field forward
Language and Power
In this entry we use the work of Michel Foucault as a starting point for theorizing a discursive approach to the study of the relationship between language and power. We combine Foucault's theorizations of the grid of intelligibility and governmentality to develop a coherent framework for analyzing the relationship between language and power in two ways. For one, language is the primary mediator of the subject positions produced within the grid o…
Technically an EL”
Discourses of languagelessness that suggest that Latinxs are not fully proficient in either English or Spanish have a long history in the United States. These discourses produce raciolinguistic categories that frame the bilingualism of Latinxs as deficient and in need of remediation. In this article, the researchers examine one such raciolinguistic category: students in dual language programs who are classified as both English learners and first …
From academic language to language architecture
In this article, I argue that academic language is a raciolinguistic ideology that frames racialized students as linguistically deficient and in need of remediation. I propose language architecture as an alternative framing of language that can serve as a point of entry for resisting these raciolinguistic ideologies in both research and practice. I use this framework as a lens for analyzing the literacy demands of the Common Core State Standard (…
Producing national and neoliberal subjects
The 1980s witnessed a national assault on bilingual education in the United States. The dawn of the new millennium witnessed a new upsurge in interest in bilingual education. The primary rationale for these programs relies on neoliberal discourses that frame bilingualism as a commodity that can make people more competitive on the global marketplace. The chapter examines the text of two initiatives in order to reveal the shift from nationalist fra…
Successes and Challenges of the “New” College- and Career-Ready Standards
This study identifies seven major trends in how states and districts are implementing college- and career-ready standards for general education students and for two special populations often the target of education policy—English language learners (ELLs) and students with disabilities (SWDs). We draw on state-representative teacher, principal, and district surveys in three states—Kentucky, Ohio, and Texas—and case studies in nine districts. We gr…
Bringing Race Into Second Language Acquisition
RECENTLY, SEVERAL NEWS ARTICLES WERE published celebrating the bilingualism of Princess Charlotte, the young daughter of Prince William and Catherine Middleton. A headline from Independent noted, "Princess Charlotte is already bilingual at age two," with the author insisting that this was "a skill most people cannot claim" and that she "can't help but feel inferior" (Ritschel, 2018). In a similar vein, a headline from Harper's Bazaar reported "Pr…
Raciolinguistic chronotopes and the education of Latinx students
Unsettling race and language
This article presents what we term araciolinguistic perspective, which theorizes the historical and contemporary co-naturalization of language and race. Rather than taking for granted existing categories for parsing and classifying race and language, we seek to understand how and why these categories have been co-naturalized, and to imagine their denaturalization as part of a broader structural project of contesting white supremacy. We explore fi…
Language and Political Economy
From academic language to language architecture
In this article, I argue that academic language is a raciolinguistic ideology that frames racialized students as linguistically deficient and in need of remediation. I propose language architecture as an alternative framing of language that can serve as a point of entry for resisting these raciolinguistic ideologies in both research and practice. I use this framework as a lens for analyzing the literacy demands of the Common Core State Standard (…
Invited Forum
This Forum provides a range of voices on the Language Gap, as our aim is to shed light on the need for more critical dialogue to accompany the proliferation of political initiatives, policymaking, educational programs, and media coverage. We highlight some relevant background on the Language Gap and describe some of the research used to support the concept. The diverse slate of Forum contributions that we have assembled approach the Language Gap …
Bringing Race Into Second Language Acquisition
RECENTLY, SEVERAL NEWS ARTICLES WERE published celebrating the bilingualism of Princess Charlotte, the young daughter of Prince William and Catherine Middleton. A headline from Independent noted, "Princess Charlotte is already bilingual at age two," with the author insisting that this was "a skill most people cannot claim" and that she "can't help but feel inferior" (Ritschel, 2018). In a similar vein, a headline from Harper's Bazaar reported "Pr…
The Unexamined Relationship Between Neoliberalism and Plurilingualism
In recent years, TESOL scholars have offered both explicit and implicit critiques of language ideologies developed within nationalist frameworks that positioned monolingualism in a standardized national language as the desired outcome for all citizens. These scholars have used insights from both the social and the natural sciences to call into question static conceptualizations of language and have reconceptualized language pedagogy in ways that …
Looking Holistically in a Climate of Partiality
In recent years there has been growing awareness about a sub-group of students labeled Long-Term English Language Learners (LTELLs). Our study seeks to show how students who fall within the LTELL category see themselves through the lens of their lived experiences as (emergent) bilinguals, students, family/community members and transnational individuals. Countering discourses which frame these students as deficient, we apply the discourse of parti…
Dynamic Bilingualism as the Norm
Standards‐based reforms in many Anglophone nations have been informed by monoglossic language ideologies that marginalize the dynamic bilingualism of emergent bilinguals. Recent developments in applied linguistics that advocate for heteroglossic language ideologies offer an alternative for standards‐based reform. This article argues that standards‐based reform initiatives will not be able to address the needs of emergent bilingual students unless…
What counts as language education policy? Developing a materialist Anti-racist approach to language activism
Undoing raciolinguistics
In this commentary, we discuss common pitfalls associated with the study of race and language, focusing specifically on the recent emergence of raciolinguistics as a frame for these efforts. We examine how raciolinguistics can be taken up in ways that silo discussions of race from the rest of linguistics-as something that the "raciolinguists" do-such that careful study of issues including colonialism, power, and societal hierarchies is perpetuall…
Undoing Competence
Conceptualizations of competence that permeate applied linguistics systematically fail to account for the role of racialization in language learning and assessments thereof. To interrogate the racialization of linguistic competence, we first examine its discursive emergence in conjunction with the ideological construction of linguistic homogeneity as central to the naturalization of race within the context of European colonialism. We then track h…
Raciolinguistic chronotopes and the education of Latinx students
Rethinking Language Barriers & Social Justice from a Raciolinguistic Perspective
The trope of language barriers and the toppling thereof is widely resonant as a reference point for societal progress. Central to this trope is a misleading debate between advocates of linguistic assimilation and pluralism, both sides of which deceptively normalize dominant power structures by approaching language as an isolated site of remediation. In this essay, we invite a reconsideration of how particular populations and language practices ar…
Successes and Challenges of the “New” College- and Career-Ready Standards
This study identifies seven major trends in how states and districts are implementing college- and career-ready standards for general education students and for two special populations often the target of education policy—English language learners (ELLs) and students with disabilities (SWDs). We draw on state-representative teacher, principal, and district surveys in three states—Kentucky, Ohio, and Texas—and case studies in nine districts. We gr…
Bilingualism, Multilingualism, Globalization, and Superdiversity
The chapter tackles key concepts in the study of language and society.It shows how the study of language has shifted its terminology and its conceptual understanding of language use by moving from (individual and societal) bilingualism to multilingualism and languaging, ending with the revitalization of a much abandoned concept, that of language repertoires.Rather than a comprehensive review, the chapter discusses selected key assumptions, topics…
Raciolinguistic genealogy as method in the sociology of language
This commentary proposes raciolinguistic genealogy as a methodological approach to the sociology of language. It briefly defines three components of this approach: 1) a genealogical stance; 2) a materialist framing of racism; and 3) a raciolinguistic perspective. It offers the case of bilingual education in the United States as an illustration of the affordances of raciolinguistic genealogy in moving the field forward
Technically an EL”
Discourses of languagelessness that suggest that Latinxs are not fully proficient in either English or Spanish have a long history in the United States. These discourses produce raciolinguistic categories that frame the bilingualism of Latinxs as deficient and in need of remediation. In this article, the researchers examine one such raciolinguistic category: students in dual language programs who are classified as both English learners and first …
Mediatization and the Language of Journalism
At the intersection of applied linguistics and journalism studies lies media linguistics.This emerging subdisciplinary label is an umbrella term for the study of mass mediated language use, which, for the purposes of this chapter, is restricted to news media: public or private institutions of mass communication that produce and spread public information commoditized as news.Two issues stand out in the literature on media linguistics (and beyond).…
Developing a materialist anti-racist approach to language activism
The aim of this paper is to propose a materialist anti-racist approach to language activism. This approach combines Joshua Fishman’s pioneering work on language activism with critical race theory and the recent materialist turn in applied linguistics. A materialist anti-racist approach to language activism, positions language policy within broader efforts to dismantle racial and economic inequities. Using the case study of bilingual education pro…
Latino Emergent Bilingual Youth in High Schools
This article explores the results of a study of Latino youth in New York City public high schools. We propose that the common element among the schools is what we call here transcaring, an overarching culture of care that allows for the creation of third spaces within school, transcending traditional dichotomies around language, culture, place, and measurement found in many U.S. schools. We identify the different threads that make up transcaring …
The Common Core State Standards and English learners
In this article we lay out the tenets of a communicative repertoire (CR) approach to meeting the needs of English learners (ELs) in the context of the Common Core State Standards (CCSS). We begin by critiquing the underlying theory of language that has long guided approaches to EL instruction. We then illustrate how the CR approach builds on more contemporary understandings of language and language development, noting its compatibility with the C…
From truncated to sociopolitical emergence
Sociolinguists have always been leaders in advocating for the legitimacy of all language practices. Recently, sociolinguists have begun to question whether frameworks that have historically been used as part of this advocacy are adequate for describing the language practices that have emerged as part of contemporary globalization. Some scholars have proposed
Chicana/Latina education in everyday life
Extending Bilingualism in U.S. Secondary Education
This article challenges 20th century ways of conceptualizing bilingualism, arguing that they are no longer applicable to the linguistic heterogeneity of the 21st century. Using case studies of two small high schools in New York City, this article re-imagines the possibilities of bilingual education to more accurately reflect the realities of bilingual students. Rather than imposing a top-down process, these two schools, although very different de…
How does size matter? The impact of the rise of small schools on Latinos and emergent bilinguals in New York City
Since the dawn of mayoral control in 2002, New York City high schools have undergone a major overhaul. Part of this reform effort has been the replacement of underperforming large high schools with new small high schools. This study more closely examines the effects of a transition to small high schools on students who are Latino and students who are emergent bilinguals (EBs). The data includes the demographic data from the New York State Departm…
Literacy in Multilingual Classrooms
When one hears the word literacy, the first image that usually comes to mind is of a child learning how to read and write.
Silencing the Subaltern
This article introduces the concept of nation-state/colonial governmentality as a framework for analyzing the ways current language ideologies marginalize the language practices of subaltern populations. Specifically, the article focuses on the innate limitations of re-appropriating nation-state/colonial governmentality in an attempt to advocate for the subaltern. It offers the case of bilingual education in the United States to demonstrate this …
Latino Emergent Bilingual Youth in High Schools
This article explores the results of a study of Latino youth in New York City public high schools. We propose that the common element among the schools is what we call here transcaring, an overarching culture of care that allows for the creation of third spaces within school, transcending traditional dichotomies around language, culture, place, and measurement found in many U.S. schools. We identify the different threads that make up transcaring …
The Unexamined Relationship Between Neoliberalism and Plurilingualism
In recent years, TESOL scholars have offered both explicit and implicit critiques of language ideologies developed within nationalist frameworks that positioned monolingualism in a standardized national language as the desired outcome for all citizens. These scholars have used insights from both the social and the natural sciences to call into question static conceptualizations of language and have reconceptualized language pedagogy in ways that …
Dynamic Bilingualism as the Norm
Standards‐based reforms in many Anglophone nations have been informed by monoglossic language ideologies that marginalize the dynamic bilingualism of emergent bilinguals. Recent developments in applied linguistics that advocate for heteroglossic language ideologies offer an alternative for standards‐based reform. This article argues that standards‐based reform initiatives will not be able to address the needs of emergent bilingual students unless…
Looking Holistically in a Climate of Partiality
In recent years there has been growing awareness about a sub-group of students labeled Long-Term English Language Learners (LTELLs). Our study seeks to show how students who fall within the LTELL category see themselves through the lens of their lived experiences as (emergent) bilinguals, students, family/community members and transnational individuals. Countering discourses which frame these students as deficient, we apply the discourse of parti…
Undoing Appropriateness
In this article, Nelson Flores and Jonathan Rosa critique appropriateness-based approaches to language diversity in education. Those who subscribe to these approaches conceptualize standardized linguistic practices as an objective set of linguistic forms that are appropriate for an academic setting. In contrast, Flores and Rosa highlight the raciolinguistic ideologies through which racialized bodies come to be constructed as engaging in appropria…
Invited Forum
This Forum provides a range of voices on the Language Gap, as our aim is to shed light on the need for more critical dialogue to accompany the proliferation of political initiatives, policymaking, educational programs, and media coverage. We highlight some relevant background on the Language Gap and describe some of the research used to support the concept. The diverse slate of Forum contributions that we have assembled approach the Language Gap …
The Oxford Handbook of Language and Society
It challenges the basic tenets of sociolinguistics as we know it. Each chapter provides the strength and limitations of positivist modernist perspective advocatiing for a step toward post-structuralist critical sociolinguistics
A Tale of Two Visions
In this article, I examine two visions of bilingual education that emerged during the Civil Rights Movement: race radicalism and liberal multiculturalism. I argue that although proponents of both visions believed that bilingual education was necessary for empowering language-minoritized populations, race radicalism conceptualized this empowerment as liberation from hegemonic Whiteness while liberal multiculturalism conceptualized this empowerment…
Language and Political Economy
Mediatization and the Language of Journalism
At the intersection of applied linguistics and journalism studies lies media linguistics.This emerging subdisciplinary label is an umbrella term for the study of mass mediated language use, which, for the purposes of this chapter, is restricted to news media: public or private institutions of mass communication that produce and spread public information commoditized as news.Two issues stand out in the literature on media linguistics (and beyond).…
Bilingualism, Multilingualism, Globalization, and Superdiversity
The chapter tackles key concepts in the study of language and society.It shows how the study of language has shifted its terminology and its conceptual understanding of language use by moving from (individual and societal) bilingualism to multilingualism and languaging, ending with the revitalization of a much abandoned concept, that of language repertoires.Rather than a comprehensive review, the chapter discusses selected key assumptions, topics…
Introduction
From truncated to sociopolitical emergence
Sociolinguists have always been leaders in advocating for the legitimacy of all language practices. Recently, sociolinguists have begun to question whether frameworks that have historically been used as part of this advocacy are adequate for describing the language practices that have emerged as part of contemporary globalization. Some scholars have proposed
The Common Core State Standards and English learners
In this article we lay out the tenets of a communicative repertoire (CR) approach to meeting the needs of English learners (ELs) in the context of the Common Core State Standards (CCSS). We begin by critiquing the underlying theory of language that has long guided approaches to EL instruction. We then illustrate how the CR approach builds on more contemporary understandings of language and language development, noting its compatibility with the C…
Why Needs Hiding?” Translingual (Re)Orientations in Tesol Teacher Education
Though applied linguists have critiqued the concept of the native speaker for decades, it continues to dominate the TESOL profession in ways that marginalize nonnative English–speaking teachers. In this article, we describe a naturalistic study of literacy negotiations in a course that we taught as part of the required sequence for a TESOL teacher education program. The course had the explicit goals of (a) supporting preservice teachers, many of …
What counts as language education policy? Developing a materialist Anti-racist approach to language activism
Developing a materialist anti-racist approach to language activism
The aim of this paper is to propose a materialist anti-racist approach to language activism. This approach combines Joshua Fishman’s pioneering work on language activism with critical race theory and the recent materialist turn in applied linguistics. A materialist anti-racist approach to language activism, positions language policy within broader efforts to dismantle racial and economic inequities. Using the case study of bilingual education pro…
Political Correctness is Not the Problem, Systemic Racism Is
Unsettling race and language
This article presents what we term araciolinguistic perspective, which theorizes the historical and contemporary co-naturalization of language and race. Rather than taking for granted existing categories for parsing and classifying race and language, we seek to understand how and why these categories have been co-naturalized, and to imagine their denaturalization as part of a broader structural project of contesting white supremacy. We explore fi…
Raciolinguistic chronotopes and the education of Latinx students
Multilingual Education and Policy (39 obras) · Sociology (39 obras) · Second Language Learning and Teaching (27 obras) · Political science (26 obras) · Pedagogy (23 obras) · Psychology (21 obras) · Linguistics (20 obras) · Law (18 obras) · EFL/ESL Teaching and Learning (14 obras) · Politics (13 obras)