A new framework for teacher advocacy aims to disrupt the monolingual bias in classrooms. The framework, outlined in a book by Lillian Ardell, exposes how monolingual bias operates in schools and perpetuates educational inequity through deficit ideologies.
According to the book, schooling in the U.S. largely treats language difference as a problem to be eradicated rather than a resource to be cultivated. This approach echoes sociolinguistic research on linguistic imperialism, where English-only expectations position students’ home languages as obstacles instead of assets.
Understanding Monolingual Bias
Many educators have witnessed how students are judged by speech patterns, accent, or perceived fluency, reinforcing the idea of “lacking.” Ardell challenges this narrative by recognizing that language is central to learning, not separate from it.
The book is a blend of story and analysis, with Ardell’s personal encounters and the stories of practicing teachers illuminating how monolingual bias shows up in everyday practices. These moments highlight the friction between home and school language practices and reveal how assimilation is often demanded but rarely acknowledged.
Disrupting the Status Quo
Ardell introduces disruptor archetypes and advocacy efforts that help educators see themselves as agents of change. The book focuses on actionable disruption, with a chart of organized daily, monthly, and long-game actions that make equity work feel possible.
Small acts, such as revising vocabulary expectations or reframing language challenges, accumulate into meaningful change. Ardell emphasizes that disrupting monolingual bias requires understanding and training, not blame, and that educators must examine their own beliefs and attitudes about language.
One educator, Melinda Stewart, has been working to address these issues in her own teaching practice. With an MA in Teaching, Education and Learning and graduate work in English as a Second Language, Reading, Spanish, and English Language Arts, Stewart has a deep passion for learning and equity.
As a Spanish teacher and ELM coach in rural southern MN, Stewart has seen firsthand the impact of monolingual bias on students. She believes that Ardell’s framework offers a powerful tool for educators to disrupt this bias and create more equitable learning environments.
The book serves as a mirror, a map, and a call to action, challenging educators to reflect honestly on how their expectations, assessments, and instructional choices position language as a problem, a right, or a resource. By recognizing the value of language diversity, educators can work to create more inclusive and supportive learning environments for all students.
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