Language Ideologies of Arizona Voters, Language Managers, and Teachers

Autor/in	Fitzsimmons-Doolan, Shannon
Titel	Language Ideologies of Arizona Voters, Language Managers, and Teachers
Quelle	In: Journal of Language, Identity, and Education, 13 (2014) 1, S.34-52 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2014.864211
Schlagwörter	Language Attitudes; Voting; Language Role; Multilingualism; Statistical Analysis; Public Policy; Language Planning; Monolingualism; Teacher Attitudes; Administrator Attitudes; Age Differences; Political Affiliation; English Only Movement; English Language Learners; English (Second Language); Spanish; Teaching Experience; Online Surveys; Factor Analysis; Arizona + Suchen Sie Ihr Suchwort? Sprachverhalten; Abstimmung; Mehrsprachigkeit; Multilingualismus; Statistische Analyse; Öffentliche Ordnung; Sprachwechsel; Lehrerverhalten; Age; Difference; Age difference; Altersunterschied; Politisches Interesse; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Faktorenanalyse
Abstract	Arizona is the site of many explicit language policies as well as ongoing scholarly discussions of related language ideologies--beliefs about the role of language in society. This study adds a critical piece to the investigation of the role of ideologies in language policy processes by thoroughly documenting language ideologies expressed by a large sample of influential policy stakeholders (politically active voters, language managers, and teachers [N?=?1,294]) while such policy processes were ongoing. The study uses survey methodology and statistical analysis, and for each language ideology identified, comparisons among levels of 10 demographic variables (e.g., party membership, age group, and years teaching) are reported. The findings include five language ideologies accounting for 53% of the total variance as well as significant differences related to several demographic variables. In particular, a dominant "pro-monolingualism" ideology and a complementary "pro-multilingualism" language ideology are confirmed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10