"It's Not Really My Job": A Mixed Methods Framework for Language Ideologies, Monolingualism, and Teaching Emergent Bilingual Learners

Autor/in	Bacon, Chris K.
Titel	"It's Not Really My Job": A Mixed Methods Framework for Language Ideologies, Monolingualism, and Teaching Emergent Bilingual Learners
Quelle	In: Journal of Teacher Education, 71 (2020) 2, S.172-187 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bacon, Chris K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487118783188
Schlagwörter	Monolingualism; Ideology; Preservice Teachers; Beginning Teachers; English Language Learners; Bilingual Students; Language Attitudes; Massachusetts + Suchen Sie Ihr Suchwort? Ideologie; Junior teacher; Junglehrer; Sprachverhalten; Master-Studiengang
Abstract	Teacher education has redoubled efforts to prepare a predominantly monolingual teaching force for linguistic diversity in U.S. schools. Some jurisdictions are requiring specific teacher preparation, such as mandated Sheltered English Immersion (SEI) endorsement in Massachusetts, the context of this study. Previous research has explored the intersections of language ideologies and practice through such coursework. However, few studies have accounted for the underlying monolingual ideologies that inform U.S education. Therefore, this study employs a mixed methods approach to analyze language ideologies among 127 preservice and beginning teachers engaged in SEI methods coursework. Drawing on written reflections, survey data, and reported practices, this study offers a framework for exploring teacher language ideologies. This framework highlights a trajectory of lived ontologies, pedagogical orientations, and key contextual "filters" that may distort language ideologies in practice. The framework is operationalized through an analysis of monolingual ideologies across educational policy, practice, and teacher preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01