Teacher and Student Language Practices and Ideologies in a Third-Grade Two-Way Dual Language Program Implementation

Kathryn Lynn Henderson, Deborah K. Palmer

Research output: Contribution to journalArticle

8 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)75-92
Number of pages18
JournalInternational Multilingual Research Journal
Volume9
Issue number2
DOIs
StatePublished - Apr 3 2015

Fingerprint

Ideologies
teacher
language
student
Language
Language Practices
Dual Language Programme
Language Ideology
art
Spanish language
language policy
Dual Language
Ideology
Language Arts
Art Teachers
ecology
English language
ideology
classroom
Ecology

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 journalArticle

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