“Stealing from the language”: interest convergence and teachers’ advocacy for language-inclusive practices

What is it about?

Many educators argue that traditional forms of English taught in schools do not need to be the *only* forms of language taught or used. Expanding the range of languages and dialects used in schools can arguably be justified with moral or ethical arguments. However, teachers often use more pragmatic arguments when trying to persuade their colleagues to make changes. This paper analyzes some of the benefits and potential pitfalls of such advocacy efforts.

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Photo by Max Muselmann on Unsplash

Photo by Max Muselmann on Unsplash