Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education Is "Inherently Culturally Relevant" for Latinxs

Autor/in	Chávez-Moreno, Laura C.
Titel	Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education Is "Inherently Culturally Relevant" for Latinxs
Quelle	In: Urban Review: Issues and Ideas in Public Education, 54 (2022) 4, S.554-575 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chávez-Moreno, Laura C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-021-00628-9
Schlagwörter	Hispanic American Students; Racism; Ethnography; Secondary School Students; Bilingual Education Programs; Spanish; English (Second Language); Second Language Learning; Second Language Instruction; Academic Achievement; Equal Education; Literacy Education; Bilingual Teachers; Teacher Attitudes; Educational Improvement; Outcomes of Education; Linguistic Input; Language Attitudes; Racial Attitudes; Language Dominance + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Rassismus; Ethnografie; Sekundarschüler; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schulleistung; Lehrerverhalten; Teaching improvement; Unterrichtsentwicklung; Lernleistung; Schulerfolg; Sprachbildung; Sprachverhalten; Rassenfrage; Sprachliche Dominanz
Abstract	Many schools attempt to address the needs of "English-language learners," who usually are Spanish-dominant Latinxs, by offering dual-language (DL) bilingual education. While undertaking a larger ethnographic study of one such secondary-level dual-language program, I examined how dual-language teachers understood the program as equitable for Latinxs. I found that teachers believed DL met Latinxs' needs by providing Spanish-language/biliteracy schooling, which deemphasized the need for explicitly enhancing youths' critical consciousness. This teacher ideology of assuming DL is "inherently culturally relevant" led to significant issues. For example, teachers believed DL would improve Latinxs' academic achievement, but when teachers perceived Latinx achievement was not on par with White dual-language students' outcomes, teachers made sense of Latinxs' underperformance in DL through racist explanations and did not interrogate the program's cultural relevance. Specifically, teachers pointed to the program not providing Latinxs the needed Spanish input even though the Latinx students self-identified as bilingual and were the "Spanish-dominant" students, and teachers pointed to Latinxs' cultural and familial deficits. I argue teachers overlooked critical-racial consciousness as an important component of an equitable education. Implications include for teachers to cultivate their critical-racial consciousness, interrogate raciolinguistic ideologies, and define an equitable DL as centering critical-racial consciousness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01