Ethnic diversity and language instruction

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Reference no: EM1352599

Across the country, there is continued dialogue around what "English-only" assumes in the language spoken and cultural inclusiveness. Your posts bring to the fore front the need to re-evaluate concepts such as "primary" language and majority in terms of language instruction within academic contexts. There are estimates that by the year 2050, the Hispanic population will be the majority (this group is already the majority in California). Many are bilingual English-Spanish speakers, some are primarily Spanish speakers. If we assume that "dominant" refers to numerical majority, what do you think are the implications for language instruction at the academic level in light of the increasing ethnic diversity in the U.S?

Reference no: EM1352599

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