TY - JOUR
T1 - Language policy toward equity
T2 - how bilingual teachers use policy mandates to their own ends
AU - Zuniga, Christian E.
AU - Henderson, Kathryn I.
AU - Palmer, Deborah K.
N1 - Publisher Copyright:
© 2017 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2018/1/2
Y1 - 2018/1/2
N2 - 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.
AB - 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.
KW - Bilingual teachers
KW - dual language
KW - ideology
KW - language policy and planning
UR - http://www.scopus.com/inward/record.url?scp=85026374686&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85026374686&partnerID=8YFLogxK
U2 - 10.1080/09500782.2017.1349792
DO - 10.1080/09500782.2017.1349792
M3 - Article
AN - SCOPUS:85026374686
SN - 0950-0782
VL - 32
SP - 60
EP - 76
JO - Language and Education
JF - Language and Education
IS - 1
ER -