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

6 Citations (Scopus)

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

Fingerprint

language policy
equity
bilingual education
teacher
language
Ideologies
policy implementation
Bilingual Teachers
Language Policy
Equity
Bilingual Education
student
Dual Language
Language Ideology
classroom
learning
experience

Keywords

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

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

Language policy toward equity : how bilingual teachers use policy mandates to their own ends. / Zuniga, Christian E.; Henderson, Kathryn Lynn; Palmer, Deborah K.

In: Language and Education, Vol. 32, No. 1, 02.01.2018, p. 60-76.

Research output: Contribution to journalArticle

Zuniga, Christian E. ; Henderson, Kathryn Lynn ; Palmer, Deborah K. / Language policy toward equity : how bilingual teachers use policy mandates to their own ends. In: Language and Education. 2018 ; Vol. 32, No. 1. pp. 60-76.
@article{cf50183086be4b168f57b435d09494c0,
title = "Language policy toward equity: how bilingual teachers use policy mandates to their own ends",
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.",
keywords = "Bilingual teachers, dual language, ideology, language policy and planning",
author = "Zuniga, {Christian E.} and Henderson, {Kathryn Lynn} and Palmer, {Deborah K.}",
year = "2018",
month = "1",
day = "2",
doi = "10.1080/09500782.2017.1349792",
language = "English (US)",
volume = "32",
pages = "60--76",
journal = "Language and Education",
issn = "0950-0782",
publisher = "Routledge",
number = "1",

}

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 Lynn

AU - Palmer, Deborah K.

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

VL - 32

SP - 60

EP - 76

JO - Language and Education

JF - Language and Education

SN - 0950-0782

IS - 1

ER -