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<p>Neoliberalism influences education systems by promoting individualism, competition, and standardized outcomes, which often clash with the needs of multilingual and immigrant student populations. This tension is particularly palpable in these “new times”, which Stuart Hall characterizes as an era of globalization and cultural hybridity. In these contexts, language ideologies often devalue heritage languages and regulate who belongs and whose knowledge counts. In this scoping review, I explore how language ideologies influence literacy practices in community spaces, particularly among culturally and linguistically diverse populations. I explore three questions: How do these ideologies inform our ideas of literacy? What theories of literacies are guiding current research?&#xa0;What epistemological ‘turns’ are influencing community literacy research? After analyzing studies conducted across diverse community sites, such as homes, schools, mosques, libraries, after-school programs, and digital spaces, this review&#xa0;finds that literacy remains to be undertheorized across much of the literature, calling for a greater attention to epistemological assumptions. There were also several emerging turns in the literature, including the multilingual, translanguaging, spatial, dialogic, and decolonial turns, which point to new directions for conceptualizing literacy beyond school-centric models. In highlighting how community literacies resist neoliberal logics, this review advocates for approaches that value the diverse linguistic and cultural repertoires of immigrant and multilingual communities.</p>

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The Role of Language Ideologies in Community Literacy Spaces: A Scoping Review for New Times

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月3日

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  • Kaha Abdi

摘要

Neoliberalism influences education systems by promoting individualism, competition, and standardized outcomes, which often clash with the needs of multilingual and immigrant student populations. This tension is particularly palpable in these “new times”, which Stuart Hall characterizes as an era of globalization and cultural hybridity. In these contexts, language ideologies often devalue heritage languages and regulate who belongs and whose knowledge counts. In this scoping review, I explore how language ideologies influence literacy practices in community spaces, particularly among culturally and linguistically diverse populations. I explore three questions: How do these ideologies inform our ideas of literacy? What theories of literacies are guiding current research? What epistemological ‘turns’ are influencing community literacy research? After analyzing studies conducted across diverse community sites, such as homes, schools, mosques, libraries, after-school programs, and digital spaces, this review finds that literacy remains to be undertheorized across much of the literature, calling for a greater attention to epistemological assumptions. There were also several emerging turns in the literature, including the multilingual, translanguaging, spatial, dialogic, and decolonial turns, which point to new directions for conceptualizing literacy beyond school-centric models. In highlighting how community literacies resist neoliberal logics, this review advocates for approaches that value the diverse linguistic and cultural repertoires of immigrant and multilingual communities.