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

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Author
Author
Henderson, Kathryn I.; Palmer, Deborah K.
Journal
International Multilingual Research Journal
Details
Resource Type
Journal
Acquisition Number
BE025530
Published Date
07-27-2015 3:55 PM
Published Year
2015
Number of Pages
18
Language(s)
Subscription Only
No
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, the authors 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. The authors 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.
Topics
Research
Research
Professional Development
Dual Language Programs
Culture
Case Studies
Bilingual Students