Making It Official: The Institutionalization of The Hegemony of English in the US

Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu

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22

Official Languages; English; State Legislation; Cultural Influences; English Only Movement; Language of Instruction; Diversity; Neoliberalism

Nebraska; Illinois; Hawaii; Indiana; Kentucky; Tennessee; California; Arkansas; Mississippi; North Carolina; North Dakota; South Carolina; Colorado; Florida; Alabama; Montana; New Hampshire; South Dakota; Georgia; Virginia; Wyoming; Alaska; Missouri; Utah; Iowa; Arizona; Idaho; Kansas; Oklahoma; West Virginia

1068-2341

Drawing upon Critical Discourse Analysis (CDA) as theoretical framework and methodological tool, the present paper critically examines the legislation that has established English as official language in 30 states. This study captures the motivation and rationale of the policies, their stated outcomes and educational implications. The analysis situates the discourse embedded in official language policies within its socio-historical context and the conceptualization of race and language in the US. The results indicate that official English legislation responds to a conservative raciolinguistic ideology that seeks to reaffirm the hegemony of English as a mechanism of internal colonization. Official English attempts to establish monolingual educational and governmental practices that serve as an instrument to protect the status quo and, thus, perpetuate the privilege of whiteness and the subordination of immigrants, and Black, Indigenous, and People of Color (BIPOC).

As Provided

2021

EJ1306685