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

Autor/inn/en	Henderson, Kathryn I.; Palmer, Deborah K.
Titel	Teacher and Student Language Practices and Ideologies in a Third-Grade Two-Way Dual Language Program Implementation
Quelle	In: International Multilingual Research Journal, 9 (2015) 2, S.75-92 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2015.1016827
Schlagwörter	Program Implementation; Ideology; Educational Practices; Grade 3; Ethnography; Language Attitudes; Language Arts; Code Switching (Language); Language of Instruction; Immersion Programs; English; Spanish; Standardized Tests; Alignment (Education); Bilingual Education; Classroom Techniques; Classroom Environment; Classroom Observation Techniques; Meetings; Semi Structured Interviews; Teaching Methods; Texas + Suchen Sie Ihr Suchwort? Ideologie; Bildungspraxis; School year 03; 3. Schuljahr; Schuljahr 03; Ethnografie; Sprachverhalten; Sprachkultur; Teaching language; Unterrichtssprache; Immersionsprogramm; English language; Englisch; Spanisch; Standadised tests; Standardisierter Test; Bilingual teaching; Bilingualer Unterricht; Klassenführung; Klassenklima; Unterrichtsklima; Meeting; Tagung; Teaching method; Lehrmethode; Unterrichtsmethode
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01