Conceptualizations of competence that permeate applied linguistics systematically fail to
account for the role of racialization in language learning and assessments thereof. To …

ABSTRACT Following Boaventura de Sousa Santos, the authors of this article reject the type
of “abyssal thinking” that erases the existence of counter-hegemonic knowledges and …

We survey 146 papers analyzing" bias" in NLP systems, finding that their motivations are
often vague, inconsistent, and lacking in normative reasoning, despite the fact that …

Language in education for children and youth from low-income communities of color,
including those learning English as an additional language, has been fraught for decades …

The trope of language barriers and the toppling thereof is widely resonant as a reference
point for societal progress. Central to this trope is a misleading debate between advocates of …

A still-widespread perspective on “academic language” is that the most important dimension
of language used for academic purposes is the extent to which its linguistic features contrast …

Racialized notions of language and literacy are harmful to children in US schools, and
English Language Arts is a primary site whereby white supremacist language ideologies are …

Aims: The authors develop a contrast between grounded and ungrounded language
ideologies, defining grounded ideologies as those which are anchored empirically and …

Despite decades of efforts, deficit narratives regarding language development and use by
children and students from historically marginalized backgrounds remain persistent in the …

Some argue that supporting minoritized students'“academic language”(AL) development
fosters equity in education. Others contend that AL is hegemonic, and that attempts to teach …