This book examines the social cost of linguistic exceptionalism for
the education of speakers of nondominant/subordinated languages in
Africa and the African diaspora. The contributors take the
languages of Africa, the Caribbean, and the US as cases in point to
illustrate the effects of exceptionalist beliefs that these
languages are inadequate for instructional purposes. They describe
contravening movements toward various forms of linguistic diversity
both inside and outside of school settings across these regions.
Different theoretical lenses and a range of empirical data are
brought to bear on investigating the role of these languages in
educational policies and practices. Collectively, the chapters in
this volume make the case for a comprehensive language awareness to
remedy the myths of linguistic exceptionalism and to advance the
affirmative dimensions of linguistic diversity.
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