Educator Language Ideologies and a Top-Down Dual Language Program

Autor/inn/en	Fitzsimmons-Doolan, Shannon; Palmer, Deborah; Henderson, Kathryn
Titel	Educator Language Ideologies and a Top-Down Dual Language Program
Quelle	In: International Journal of Bilingual Education and Bilingualism, 20 (2017) 6, S.704-721 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1071776
Schlagwörter	Second Language Learning; Bilingual Education Programs; Qualitative Research; English (Second Language); Language Attitudes; Language of Instruction; Urban Schools; Teaching Experience; School Districts; Statistical Analysis; Native Language; Teacher Attitudes; Educational Policy; Program Implementation; Teacher Surveys; Spanish; Elementary Secondary Education; Texas + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Qualitative Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Teaching language; Unterrichtssprache; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Statistische Analyse; Lehrerverhalten; Politics of education; Bildungspolitik; Spanisch
Abstract	Dual language bilingual education (DLBE) programs are framed to reflect pluralist discourses (de Jong, E. [2013]. "Policy Discourses and U.S. Language in Education Policies." "Peabody Journal of Education" 88 (1): 98-111) and affiliated language ideologies. The continued expansion of DLBE programs not surprisingly brings to light the diverse and ever-changing landscape of educator language ideologies. This survey-based study used inferential statistics and qualitative thematic analysis to explore the language ideologies of a random sample of administrators and teachers involved in a district-wide, top-down implementation of a DLBE program in a large urban school district. The following three research questions guided our investigation: (1) What are prevalent educator language ideologies in DLBE schools? (2) How and to what extent do these language ideologies vary by: participation in the DLBE, level of teaching experience, educator's home language, and degree of DLBE training? (3) How do educators perceive the attempted program shift to DLBE? Eight language ideologies including "languages other than English (OTE) as endowments" and "multiple languages as a problem" accounted for 46% of the variance in the data. All four experiential variables differentiated ideological orientation. Educators reported that ideological tensions and lack of support influenced their implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01