Equity and excellence in English language education in the USA: A literature review from the 1960s to 2020s

Kim Song; Gregory Child; Jinsuk Lee

doi:10.70116/2980274115

Authors

Kim Song University of Missouri–St. Louis https://orcid.org/0000-0001-5228-0962
Gregory Child Michigan State University https://orcid.org/0000-0003-1500-3872
Jinsuk Lee Sangmyung University https://orcid.org/0000-0002-4064-0606

DOI:

https://doi.org/10.70116/2980274115

Keywords:

Funds of Knowledge (FoK), Language architects, Racial, linguistic, and cultural repertoires, Racialized attitudes

Abstract

This study examined the trends in English language education (ELE) using a literature review from the 1960s to the 2020s as a research method. After reading the 1012 journal article abstracts, 210 articles emerged using the 37 keywords, which were supposed to embrace racial and linguistic equity. After multiple iterations of reading and open coding these abstracts, thirty-two articles were selected for the final analysis. One research question guided this study, “What were the emerging trends of PK-12 ELE in the USA in terms of equity and excellence from the 1960s to the 2020s?” Three phases were identified: Phase 1 (1968-1999) on remedial service; Phase 2 (2000-2007) on test accountability; and Phase 3 (2008-2020) on asset-based ELE. We integrated Feiman-Nemser’s central tasks into the four themes: 1) gaining EBLs' funds of knowledge (FoK), 2) enacting EBLs' racial, linguistic, and cultural repertoires, 3) forming teacher beliefs, and 4) deepening knowledge of the curriculum. The findings revealed shifts in three phases under each theme: from assimilating to the target language and culture and devaluing EBLs' assets in Phase 1 to interweaving EBLs’ FoK but with racialized attitude towards EBLs in Phase 2 and valuing EBLs’ FoK as assets, seeing them as ‘language architect’, and integrating translanguaging and resisting raciolinguistic ideologies into ELE in Phase 3.

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