Language policy toward equity: how bilingual teachers use policy mandates to their own ends

Christian E. Zuniga, Kathryn Lynn Henderson, Deborah K. Palmer

Research output: Contribution to journalArticle

11 Scopus citations

Abstract

The article explores the intersection of equity goals and language ideologies within a dual language bilingual education (DLBE) language policy context. We present two DLBE teachers, Karina and Marisol, and explore their language ideologies and professional conviction towards equitable learning opportunities for their students. We investigate how each teacher constructed language policy in their classroom as influenced by their personal experiences, articulated language ideologies, and embodied language practices. Based on their beliefs and ideological perspectives, Karina dismantled the DLBE program, while Marisol strove to implement the program with fidelity. We demonstrate how two teachers with similar equity goals engaged in such distinct language policy implementation. Despite different approaches, each teacher ascribed to the idea that this program was not a fit for all students. Implications for bilingual education and teacher development are discussed.

Original languageEnglish (US)
Pages (from-to)60-76
Number of pages17
JournalLanguage and Education
Volume32
Issue number1
DOIs
StatePublished - Jan 2 2018

Keywords

  • Bilingual teachers
  • dual language
  • ideology
  • language policy and planning

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

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