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Samuel Enrique Bello Ulcue, Northern Illinois University, United StatesAbstract
This systematic literature review explores the questions: What is raciolinguistics? And how does it manifest itself in the classroom? Raciolinguistics examines the intersection of language and race, highlighting how linguistic hierarchies reflect and reinforce racial ideologies. In the U.S. educational system, raciolinguistic ideologies manifest through language policies, some bilingual programs, and curricular practices that privilege white linguistic norms while marginalizing racialized students. The review highlights three key findings: 1) English-only policies position multilingualism as a barrier, leading to the exclusion of bilingual learners. 2) Subtractive bilingual programs, rather than fostering true linguistic inclusion, reinforce assimilation by prioritizing English over students’ home languages. 3) The emphasis on standard English in curricula delegitimizes linguistic diversity and embeds bias in teaching practices. These manifestations of raciolinguistic ideologies shape student experiences, fostering self-doubt and disengagement among marginalized students. By analyzing these dynamics, this review underscores the urgent need for equity-driven reforms that embrace multilingualism as an asset and promote inclusive pedagogical approaches that affirm students’ linguistic and cultural identities in the U.S.
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Conference: ECE2025Stream: Education
This paper is part of the ECE2025 Conference Proceedings (View)
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To cite this article:
Ulcue S. (2025) Raciolinguistics: A Literature Review & Future Research Directions on the Manifestations of Racist Ideologies in the Classroom in the U.S. Educational System ISSN: 2188-1162 The European Conference on Education 2025: Official Conference Proceedings (pp. 235-250) https://doi.org/10.22492/issn.2188-1162.2025.20
To link to this article: https://doi.org/10.22492/issn.2188-1162.2025.20
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