Teacher language ideologies mediating classroom-level language policy in the implementation of dual language bilingual education

Kathryn I. Henderson

Research output: Contribution to journalArticlepeer-review

17 Scopus citations

Abstract

Drawing on multiple measures of language ideology, this paper examines the language ideologies of two third grade teachers tasked with implementing a dual language bilingual education (DLBE) program to explore the relationship between teachers’ language ideologies and local language policy. After situating the classrooms within their respective broader language ideological contexts, the language ideologies of each teacher are presented followed by a discussion of its relationship to classroom-level language policy. Each teacher espoused both hegemonic and counterhegemonic language ideologies, which was reflected in classroom language practices. The cases illuminate the ideological struggle of each teacher within their own contexts, including how different levels of language policy (i.e. district, program, school) shaped or constrained teacher agency. While both teachers constructed pluralist classroom spaces for students to draw on their full linguistic repertoires, each classroom was simultaneously embedded within a transitional language ideology and influenced by the monoglossic ideologies of standardized assessments.

Original languageEnglish (US)
Pages (from-to)21-33
Number of pages13
JournalLinguistics and Education
Volume42
DOIs
StatePublished - Dec 1 2017

Keywords

  • Bilingual teachers
  • Dual language
  • Language ideology
  • Language policy
  • Language policy implementation
  • Language practices

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

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