"We Teach in English Here": Conflict between Language Ideology and Test Accountability in an English-Only Newcomer School

Autor/in	Straubhaar, Rolf
Titel	"We Teach in English Here": Conflict between Language Ideology and Test Accountability in an English-Only Newcomer School
Quelle	In: Berkeley Review of Education, 10 (2021) 1, (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Straubhaar, Rolf)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-5578
Schlagwörter	Accountability; Language of Instruction; Teaching Methods; Ethnography; Grade 10; High School Students; English (Second Language); Second Language Learning; Second Language Instruction; Immersion Programs; Spanish; Language Usage; Educational Practices; Political Attitudes; English Only Movement; Educational Policy; Immigrants; Standardized Tests; Mexican Americans; Teacher Attitudes; Language Attitudes; Administrator Attitudes; Texas + Suchen Sie Ihr Suchwort? Verantwortung; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Immersionsprogramm; Spanisch; Sprachgebrauch; Bildungspraxis; Political attitude; Politische Einstellung; Politics of education; Bildungspolitik; Immigrant; Immigrantin; Immigranten; Standadised tests; Standardisierter Test; Hispanoamerikaner; Lehrerverhalten; Sprachverhalten
Abstract	Ideologies regarding what is "good" teaching undergird common teaching practices and pedagogical decisions, which may support and/or run counter to the broader policy environment in which they occur (Gibson, 1998). Drawing from a six-month ethnography of 10th-grade newcomer students from Mexico and their teachers in a Central Texas English high school English-immersion program, this article explores seemingly contradictory teacher practices regarding the use of English and Spanish in the classroom. I argue that these varying practices represent a tension between the school's official English-only policy and a broader political ideology prioritizing performance on standardized tests that led to allowances of student Spanish language use. These findings add to our understanding of the influence and effects of standardized testing on teacher and administrator priorities and the potential cost to the real-world language needs of newcomer students. (As Provided).
Anmerkungen	Berkeley Graduate School of Education, University of California, 5648 Tolman Hall, Berkeley, CA 94702. Tel: 510-328-3701; e-mail: bre_editor@berkeley.edu; Web site: https://escholarship.org/uc/ucbgse_bre
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01