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Interrogating “Filter Bubbles” Within Content Areas and Language Choices for Multilingual Learners in US Classrooms
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Author(s): Karen L. Terrell (Loyola University Maryland, USA), Luciana C. de Oliveira (Virginia Commonwealth University, USA), Allessandra Elisabeth dos Santos (Sergipe Federal University, Brazil), Joy Beatty (Virginia Commonwealth University, USA), Tara Willging (Virginia Commonwealth University, USA), Silvia Hoyle (Virginia Commonwealth University, USA)and Jia Gui (Clarkson University, USA)
Copyright: 2024
Pages: 12
Source title:
Reconceptualizing Language Norms in Multilingual Contexts
Source Author(s)/Editor(s): Sarah Jones (University of Toronto, Canada), Rebecca Schmor (University of Toronto, Canada)and Julie Kerekes (University of Toronto, Canada)
DOI: 10.4018/978-1-6684-8761-7.ch016
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Abstract
Filter Bubbles refer to a state of intellectual isolation that can result from people becoming encapsulated in streams of data. When considering factors that contribute to the language choices of multilingual learners (MLs), specifically in the primary content areas of schooling, the Filter Bubble concept easily transposes into the field of education. According to Quintos, “multicultural educators focus on an education for a more democratic and socially just society” (p. 238). However, standards of learning chosen by states and their school districts represent the values of those who sit in positions of power and govern the concepts to which students are exposed. This chapter endeavors to respond to these questions within the intersections of societal constructs and the schooling contexts of English language arts, science, social studies, and mathematics, and to determine possibilities in which MLs can be provided optimal language choices and afforded the spaces to exercise these choices.
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