Uncovering Language Policy in Higher Education: Reflections from the Classroom

Carmina Makar

doi:10.5565/rev/jtl3.675

Uncovering Language Policy in Higher Education: Reflections from the Classroom

Autors/ores

Carmina Makar Carmina Makar is Assistant Professor in the School of Education at The City College of New York. She received her BA in Communication Studies from ITESO University (Mexico) and then established residence in New York as a Fulbright Fellow to pursue graduate studies. She earned her MA in International Education Development with a focus on Bilingual and Bicultural Education from Teachers College, Columbia University and a doctoral degree in International Development from the same institution. As a supervisor and P-12 coordinator, Carmina has also worked around developing clinically rich environments for bilingual educators as well as activating critical education practices across formal and non-formal education spaces. As part of her work with childhood, space and community development, Carmina has served as a consultant for UNESCO and UNDP in issues regarding education and development of children in urban environments.

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Resum

Aquest article analitza, a través de diferents aproximacions temàtiques, l'experiència de treball en una assignatura de política lingüística al Graduate Center de la Universitat de Nova York. Aquesta assignatura va formar part de la Iniciativa per al Futur, i va permetre als estudiants portar a terme recerques sobre comunitats lingüístiques en diferents campus d'educació superior a la ciutat de Nova York. Aquest article descriu les seves troballes a la llum dels actuals estudis de política lingüística en educació superior, específicament en contextos de gran diversitat. Es reclamen futures recerques sobre polítiques i pràctiques lingüístiques per informar la tasca docents en les diferents disciplines en l'educació superior.

Paraules clau

language education policy, global languages, diversity, multilingualism

Referències

Carter, R., & Goodwin, A. L. (1994). Racial identity and education. Review of Research in Education, 20, 291-336. DOI: http://dx.doi.org/10.2307/1167387.

City University of New York: Mission and History. (2016, May 10th 191 ). Retrieved from http://www2.cuny.edu/about/history/

Garcia, O. (2016). Global Perspectives on Language and Education Policy [Class Syllabus].

Department of Urban Education, Graduate Center, City University of New York, NY.

Johnson, D. C. (2009). Ethnography of language policy. Language Policy, 8 (2), 139-159. DOI:

http://dx.doi.org/10.1007/s10993-009-9136-9.

Ricento, T. (2000). Ideology, politics and language policies: Focus on English. Amsterdam: Benjamin.

Tollefson, J. (ed.) Language Policies in Education. Critical issues. New York: Routledge.

Vila, X., & Bretxa, V. (2014). Language policy in higher education: The case of medium-sized languages. Bristol; Buffalo: Multilingual Matters.

Biografia de l'autor/a

Carmina Makar, Carmina Makar is Assistant Professor in the School of Education at The City College of New York. She received her BA in Communication Studies from ITESO University (Mexico) and then established residence in New York as a Fulbright Fellow to pursue graduate studies. She earned her MA in International Education Development with a focus on Bilingual and Bicultural Education from Teachers College, Columbia University and a doctoral degree in International Development from the same institution. As a supervisor and P-12 coordinator, Carmina has also worked around developing clinically rich environments for bilingual educators as well as activating critical education practices across formal and non-formal education spaces. As part of her work with childhood, space and community development, Carmina has served as a consultant for UNESCO and UNDP in issues regarding education and development of children in urban environments.

School of Education at The City College of New York

Uncovering Language Policy in Higher Education: Reflections from the Classroom

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