Language Ideological Multiplicity and Tension within Dual Language Bilingual Education Teachers

Autor/in	Henderson, Kathryn
Titel	Language Ideological Multiplicity and Tension within Dual Language Bilingual Education Teachers
Quelle	In: Journal of Language, Identity, and Education, 21 (2022) 2, S.116-132 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henderson, Kathryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1791708
Schlagwörter	Bilingual Education Programs; Language Attitudes; Biculturalism; Literacy; School Districts; Program Implementation; Educational Policy; Language Variation; Second Language Learning; Second Language Instruction; English (Second Language); Spanish; Elementary School Teachers; Kindergarten; Teacher Attitudes; Texas + Suchen Sie Ihr Suchwort? Sprachverhalten; Bikulturalität; Alphabetisierung; Schreib- und Lesefähigkeit; School district; Schulbezirk; Politics of education; Bildungspolitik; Sprachenvielfalt; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	Dual language bilingual education (DLBE) programs are critical sites for exploring language ideologies given the policy goals of student bilingualism, biliteracy, and biculturalism. Drawing on a larger study of language ideological inquiry, this article used predominantly interview data to explore the articulated language ideological stances of teachers implementing a district-wide DLBE program in central Texas. The article builds from the assimilationist/pluralist distinction and contributes to an understanding of how language ideologies interact and are articulated at the individual level and reflect these broader societal discourses in multiple and contradictory ways. To disrupt the binary of ideological orientations I drew on the concept of a continuum to present and make sense of the educators' ideological stances. Analysis revealed language ideologies articulated across three dimensions: language status, variation, and participation. Implications for DLBE policy and implementation are discussed including the need for ideological consistency and reflection at the program level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01