Linguistic oppression in international schools
Dr. José Medina discusses linguistic oppression in education and the need for linguistic liberation. He explains that linguistic oppression occurs when students are not allowed to fully leverage their entire linguistic repertoire, and are instead forced to focus solely on the language of power, which is often English. José emphasises the importance of metalinguistic awareness, which is the ability to make connections between languages in one's repertoire. He also introduces the concept of trans-languaging, which empowers students to use all of their language skills to access content learning. José calls for educators to create linguistically inclusive spaces and to model content language learning targets that incorporate the four plus one language domains.
Takeaways
Linguistic oppression occurs when students are not allowed to fully leverage their entire linguistic repertoire.
Metalinguistic awareness is the ability to make connections between languages in one's repertoire.
Trans-languaging empowers students to use all of their language skills to access content learning.
Educators should create linguistically inclusive spaces and model content language learning targets that incorporate the 4+1 language domains.
Thank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on X (@leaningshane), and LinkedIN.
About the host
As an Organisational Coach for international schools, Shane Leaning help leaders drive meaningful change from the inside out. Through tailored coaching and strategic models, he helps schools transform not just leadership skills but their entire organisation. Whether it's through The International School Leadership Academy, the Global Ed Leaders Podcast, or one-on-one coaching, Shane provide the tools and community you need to make a sustainable impact in your school.
