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.

Featured Image

Read the Original

This page is a summary of: “Stealing from the language”: interest convergence and teachers’ advocacy for language-inclusive practices, English Teaching Practice & Critique, January 2023, Emerald, DOI: 10.1108/etpc-03-2022-0037.
You can read the full text:



The following have contributed to this page