Preparing Ideologically Clear Bilingual Teachers: Honoring Working-Class Non-Standard Language Use in the Bilingual Education Classroom

Autor/inn/en	Alfaro, Cristina; Bartolomé, Lilia
Titel	Preparing Ideologically Clear Bilingual Teachers: Honoring Working-Class Non-Standard Language Use in the Bilingual Education Classroom
Quelle	In: Issues in Teacher Education, 26 (2017) 2, S.11-34 (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Bilingual Teachers; Language Usage; Nonstandard Dialects; Working Class; Code Switching (Language); Socioeconomic Status; Low Income Groups; Sociolinguistics; Teacher Education Programs; Minority Group Students; Mexican Americans; Spanish; Cultural Pluralism; Middle Class; Spanish Speaking; Native Language Instruction; English Instruction; Bilingual Education Programs; Hispanic American Students + Suchen Sie Ihr Suchwort? Sprachgebrauch; Arbeiterklasse; Socio-economic status; Sozioökonomischer Status; Soziolinguistik; Hispanoamerikaner; Spanisch; Kulturpluralismus; Mittelschicht; Native language education; Muttersprachlicher Unterricht; English langauage lessons; Englischunterricht; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin
Abstract	Mexicanos/Chicanos in the United States have historically suffered derision and mistreatment by the mainstream culture because of their use of nonstandard Spanish and English, as well as codeswitching (alternating between two or more languages or language varieties). In the field of education, codeswitching and the use of nonstandard English and native languages among low socioeconomic status (SES) linguistic minority students, including Latinos, have generally been recognized as a deficiency that needs to be repaired. Thus there is an urgent need to help mainstream teachers develop ideological clarity that will enable them to interrogate their own deficit views of low-SES emergent bilinguals, and of the nonstandard languages they bring to the classroom. In this article, the authors first discuss the concept of ideological clarity and the need for teachers to develop this ability. They then share the general research on teachers' ideological beliefs and attitudes about linguistic minority students, including specific research on bilingual teachers' perceptions of nonstandard language use in the bilingual classroom. They conclude by discussing the incorporation of a "cultural wealth" model into the study of ideology in bilingual teacher education as a strategy to potentially improve the academic and linguistic achievement of linguistic minority students. Throughout, they offer real-life vignettes to illustrate some of their key points and thus render their arguments more concrete and accessible. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01