A Critical Examination of Language Ideologies and Policies in an International School in Colombia

Autor/in	Heidt, Esther Bettney
Titel	A Critical Examination of Language Ideologies and Policies in an International School in Colombia
Quelle	In: Teachers College Record, 125 (2023) 7-8, S.276-299 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681231194414
Schlagwörter	Language Attitudes; International Schools; Language Usage; Equal Education; Language Planning; Multilingualism; Native Language; Second Language Learning; Foreign Countries; English (Second Language); Educational Policy; Language of Instruction; Case Studies; Teacher Attitudes; Lesson Plans; Units of Study; Student Attitudes; Attitude Change; Colonialism; Spanish; American Indian Languages; Kindergarten; Elementary Secondary Education; Colombia + Suchen Sie Ihr Suchwort? Sprachverhalten; International school; Internationale Schule; Sprachgebrauch; Sprachwechsel; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Case study; Fallstudie; Case Study; Lehrerverhalten; Lesson planning; Unterrichtsplanung; Lerneinheit; Schülerverhalten; Attitudinal change; Einstellungsänderung; Kolonialismus; Spanisch; Kolumbien
Abstract	Background: In recent years, scholars and educators have criticized exclusionary language ideologies and policies within international schools. International schools often emphasize proficiency in English as a language of power instead of valuing students' and teachers' dynamic multilingual practices. Focus of Study: Although oppressive language ideologies and policies in international schools are a central concern for critical education scholars, relatively little is known about international schools that are negotiating a shift toward more inclusive and equitable approaches. To understand the role of language ideologies and policies within an international school context, I examined the following research question: What language ideologies influence language policy creation and appropriation at Colegio Colombiano (CC)? Research Design: To answer this question and further understand the complex and shifting roles of language ideologies and policies within international schools, I conducted a case study at CC, an international school in Colombia. Data Collection: Through collaborative research with nine teachers, I examined how teachers engaged with more equitable approache to multilingual education. I collected and analyzed various types of data, including school language policies, lesson and unit plans, classroom observations, teacher and student interviews, and a teacher questionnaire. Findings: Through analyzing the collected data, I found a spectrum of language ideologies and language policies, as many faculty demonstrated a significant shift away from oppressive and exclusionary language ideologies and language policies through an increasing recognition of Spanish. On the other hand, although explicit messages about English as superior were no longer officially promoted, colonialistic ideologies and policies persisted that valorized English, denigrated Spanish, and ignored other societal and home languages. To analyze these findings further, I critically examined the described spectrum of language ideologies and policies through Pennycook's (2000) framework of language ideologies. Conclusions: I conclude with key considerations for educators and researchers across diverse contexts as they critically reconsider and decolonize current approaches to multilingual education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01