Abstract
This article provides an in-depth exploration of the language ecologies of two classrooms attempting to implement a two-way dual language (TWDL) program and its mediating conditions. Drawing on ethnographic methods and a sociocultural understanding of language, we examined both teachers’ and students’ language ideologies and language practices, including the use of Spanish, English, and code-switching. The English language arts teacher adhered to strict language separation as dictated by the TWDL model, while the Spanish language arts teacher instructed in both English and Spanish to accommodate standardized test preparation. Students enacted agency to engage in their hybrid language practices. Despite the multiplicity and, at times, contradictory ideologies embodied and articulated by both teachers, the overarching dominant language ideology of English superiority was present and powerful. We discuss implications for dual language implementation, including the role of standardized testing, students as language policy makers, and teacher (mis)alignment between articulated and embodied ideologies.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 75-92 |
| Number of pages | 18 |
| Journal | International Multilingual Research Journal |
| Volume | 9 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 3 2015 |
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Keywords
- bilingual education
- language ideologies
- language practices
- policy implementation
- standardized testing
- two-way dual language
ASJC Scopus subject areas
- Language and Linguistics
- Education
- Linguistics and Language
Cite this
Teacher and Student Language Practices and Ideologies in a Third-Grade Two-Way Dual Language Program Implementation. / Henderson, Kathryn Lynn; Palmer, Deborah K.
In: International Multilingual Research Journal, Vol. 9, No. 2, 03.04.2015, p. 75-92.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Teacher and Student Language Practices and Ideologies in a Third-Grade Two-Way Dual Language Program Implementation
AU - Henderson, Kathryn Lynn
AU - Palmer, Deborah K.
PY - 2015/4/3
Y1 - 2015/4/3
N2 - This article provides an in-depth exploration of the language ecologies of two classrooms attempting to implement a two-way dual language (TWDL) program and its mediating conditions. Drawing on ethnographic methods and a sociocultural understanding of language, we examined both teachers’ and students’ language ideologies and language practices, including the use of Spanish, English, and code-switching. The English language arts teacher adhered to strict language separation as dictated by the TWDL model, while the Spanish language arts teacher instructed in both English and Spanish to accommodate standardized test preparation. Students enacted agency to engage in their hybrid language practices. Despite the multiplicity and, at times, contradictory ideologies embodied and articulated by both teachers, the overarching dominant language ideology of English superiority was present and powerful. We discuss implications for dual language implementation, including the role of standardized testing, students as language policy makers, and teacher (mis)alignment between articulated and embodied ideologies.
AB - This article provides an in-depth exploration of the language ecologies of two classrooms attempting to implement a two-way dual language (TWDL) program and its mediating conditions. Drawing on ethnographic methods and a sociocultural understanding of language, we examined both teachers’ and students’ language ideologies and language practices, including the use of Spanish, English, and code-switching. The English language arts teacher adhered to strict language separation as dictated by the TWDL model, while the Spanish language arts teacher instructed in both English and Spanish to accommodate standardized test preparation. Students enacted agency to engage in their hybrid language practices. Despite the multiplicity and, at times, contradictory ideologies embodied and articulated by both teachers, the overarching dominant language ideology of English superiority was present and powerful. We discuss implications for dual language implementation, including the role of standardized testing, students as language policy makers, and teacher (mis)alignment between articulated and embodied ideologies.
KW - bilingual education
KW - language ideologies
KW - language practices
KW - policy implementation
KW - standardized testing
KW - two-way dual language
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U2 - 10.1080/19313152.2015.1016827
DO - 10.1080/19313152.2015.1016827
M3 - Article
AN - SCOPUS:84928618600
VL - 9
SP - 75
EP - 92
JO - International Multilingual Research Journal
JF - International Multilingual Research Journal
SN - 1931-3152
IS - 2
ER -