Decolonising Language Education
Reframing English Language Development for Multilingual and Neurodiverse Learners
1st Edition
Published on 10. October 2025
194 pages
978-1-917503-94-5 (ISBN)
Description
Challenge colonial biases while advocating for inclusive, multilingual, and culturally responsive teaching.
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Jaime Hoerricks | Janise Hurtig
Decolonising Language Education
Reframing English Language Development for Multilingual and Neurodiverse Learners
Book
10/2025
Lived Places Publishing
€35.10
Shipment within 3-4 weeks
Person
Jaime Hoerricks is a non-verbal autistic advocate, researcher, educator, bestselling author, and elected official with diverse global experiences.
Content
- FrontCover
- Half-Title
- Title Page
- Copyright Information
- Abstract
- Table of Contents
- Introduction
- Learning objectives
- Rationale
- Meet the author
- My educational background
- Preparing to study
- The politics of language in education
- Check for understanding
- Some things that might trip you up
- What can we do about it?
- Summary
- 1 The colonial legacy of ELD: Language suppression and the need for dual development
- Learning objectives
- Rationale
- Introduction: The paradox of ELD
- Historical context: Colonial language policies and their legacy
- Rethinking ELD goals: The TESOL vs TEFL divide
- TEFL as a step towards translanguaging
- Shifting ELD from assimilation to empowerment
- The harm of ELD's English-only focus: Misunderstanding BICS and CALP
- A more effective alternative: Translanguaging
- Linguistic suppression in today's classrooms
- The psychological and academic toll of English-only policies
- The impact on neurodiverse learners, particularly Gestalt Language Processors
- A more equitable approach: Embracing multilingual and neurodiverse pedagogies
- The liberatory alternative: Dual language development as a human right
- The evidence for dual-language education
- Language education as a human right
- Looking ahead
- Summary
- Key takeaways
- 2 The impact of ELD on home language and identity
- Learning objectives
- Rationale
- Introduction: Language as identity
- The role of home language
- The impact of language suppression
- Looking ahead
- The identity crisis in ELD
- The pressure to assimilate
- The cost of marginalising home languages
- Reframing ELD to support identity
- Case studies: Navigating the language divide
- Case study 1: A neurodiverse student balancing home language and English in an English-only classroom
- Reflection: On recognising patterns
- Case study 2: A family's struggle with a child's loss of cultural connection due to ELD
- Case study 3: How bilingual programs impact students' identity and academic outcomes differently
- Reflection questions
- The benefits of home language integration
- Linguistic benefits of home language maintenance
- Cultural pride and a sense of belonging
- Summary
- Practical strategies for supporting home languages
- Classroom practices: Creating space for home languages in learning
- Community engagement: Strengthening home language use beyond the classroom
- Policy advocacy: Institutional changes for multilingual equity
- Summary
- Reflection and self-assessment for educators
- Critical reflection: Examining language bias in teaching
- Classroom activity: Designing a culturally inclusive lesson
- Summary
- Bridge to chapter 3
- Summary and application across age groups
- Key takeaways
- 3 Gestalt Language Processors in the ELD classroom
- Learning objectives
- Rationale
- Introduction: Who are Gestalt Language Processors?
- Defining GLPs and their language acquisition process
- GLPs in ELD contexts: Overlooked and misunderstood
- The need for a paradigm shift
- Challenges GLPs face in ELD classrooms
- Mismatch between GLPs and ELD frameworks
- Recognising the need for a shift in ELD practices
- The power of context: Supporting GLPs through TEFL-inspired practices
- Why context matters for GLPs
- Practical applications for contextual learning
- Integrating home languages into GLP support
- The role of home language in GLPs' development
- Practical classroom strategies
- Culturally responsive practices for GLPs in ELD
- Decolonising ELD for GLPs
- Culturally responsive examples
- Dual-language, GLP-inclusive classrooms
- Indigenous and community-centered language learning
- Tools and techniques for supporting GLPs
- Resources for teachers: Tools to support GLPs
- Assessment redesign: Measuring GLPs' progress holistically
- Bridging theory and practice
- Reflective prompts for educators
- Looking ahead
- Summary
- Key takeaways
- 4 Decolonising ELD: Uplifting CALP in home and target languages
- Learning objectives
- Rationale
- Introduction: Beyond English - the global importance of home language CALP
- CALP development for diverse processing types
- Strategies for holistic language instruction
- Designing for both GLPs and ALPs
- Accommodating multiple home languages and dialects
- Facilitating CALP without teacher fluency
- Creating equitable access through holistic instruction
- Classroom examples
- Case study 1: Supporting GLPs and ALPs in the same lesson
- Case study 2: Developing home language CALP across dialects
- Case study 3: Preparing students for global opportunities
- Differentiated instruction in action
- Extension activities
- For educators
- For students
- Bridging practice and empowerment
- Looking ahead: Building a dual-language CALP ecosystem
- Summary
- Key takeaways
- 5 Policy and practice recommendations
- Learning objectives
- Rationale
- Introduction: The need for systemic change
- ELD in a global context
- ELD in the United States
- ELD in the United Kingdom
- ELD in Commonwealth nations
- Regional variations in ELD
- Innovative approaches
- Policy implications across contexts
- Policy recommendations by region
- United States
- United Kingdom
- Commonwealth Nations
- Synthesis
- Questions for reflection or discussion
- Summary
- Key takeaways
- Conclusion: Reframing language education for equity and liberation
- Chapter recap
- A call to action: Reclaiming language education for justice
- For educators
- For administrators and policymakers
- For communities
- For researchers and advocates
- Reflection activities: From awareness to action
- Activity 1: Reflecting on your linguistic identity
- Activity 2: Auditing language practices
- Activity 3: Developing an action plan
- Activity 4: Advocacy in action
- Closing
- Final reflection: Language as liberation, poetry as home
- Appendix: Resources for educators - Tools for decolonising ELD practice
- Foundational readings
- Practical tools and guides
- Policy and advocacy resources
- Reflective practice and community building
- Suggested further reading: Beyond ELD
- Bibliography
- Glossary of key terms
- Index
