Intangible Heritage of Standard English Learners
The “Invisible” Subgroup in the United States of America? Implications for Closing the Achievement Gap
Bibliographic Data
| ID | 16916359 |
|---|---|
| Authors | Ogo Okoye-Johnson (California State University, Northridge, corresponding author) |
| Year | 2011 |
| Volume | 1 |
| Issue | 1 |
| Publication date | 2011-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/2158244011408441 |
| OpenAlex | W2144984304 |
| Language | EN |
| References cited | 14 |
Standard English Learners (SELs) are ethnic minority native speakers of English whose mastery of the “standard English language” used in the curriculum of schools is limited due to their use of ethnic-specific nonstandard dialect. Research in language development highlights language as a tool that allows the individual access to basic civil rights and opportunities in the area of politics, economics, and education. A correlation exists between proficiency in the use of Standard English and academic achievement, thereby highlighting the importance of validating the intangible language heritage that these students bring to the school environment while they are schooled in the use of Standard English
Curriculum · English language · Ethnic group · Heritage language · Language assessment · Linguistics · Mathematics education · Pedagogy · Sociology · Standard English · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
| Highly cited | No |
|---|