Self-Reflexive Inquiry into Language Use and Beliefs: Toward More Expansive Language Ideologies

Autor/inn/en	Banes, Leslie C.; Martínez, Danny C.; Athanases, Steven Z.; Wong, Joanna W.
Titel	Self-Reflexive Inquiry into Language Use and Beliefs: Toward More Expansive Language Ideologies
Quelle	In: International Multilingual Research Journal, 10 (2016) 3, S.168-187 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2016.1185906
Schlagwörter	Language Usage; Undergraduate Students; Cultural Pluralism; Preservice Teachers; Student Attitudes; Language Attitudes; Course Descriptions; Second Language Learning; Cultural Differences; Teaching Methods; Teacher Education; Instructional Innovation; Standard Spoken Usage; Power Structure; English (Second Language); Academic Discourse; Student Surveys; Likert Scales; California + Suchen Sie Ihr Suchwort? Sprachgebrauch; Kulturpluralismus; Schülerverhalten; Sprachverhalten; Kursstrukturplan; Zweitsprachenerwerb; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Educational Innovation; Bildungsinnovation; Gesprochene Sprache; Umgangssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Discourse; Diskurs; Schülerbefragung; Likert-Skala; Kalifornien
Abstract	The pedagogical innovation of this study is self-reflexive inquiry into language, culture, and identity. This work was conducted in a course on Cultural Diversity and Education serving 76 culturally and linguistically diverse undergraduate students, many of whom planned to become teachers. Through analysis of a Personal Language Inventory and other assignments and surveys, we surface the range of beliefs these diverse students hold about language, prompted by reflective activities, including the impact of their experiences with linguicism and the tensions and variations they report on dominant language ideologies. We highlight potential openings for transformation and argue that a deep understanding of the often-unexposed language ideologies of potential teachers before and as they enter teacher preparation programs is a necessary first step toward developing coursework and experiences that will help guide them toward more expansive views of language. Such expansive views may impact future teachers' practices and student learning opportunities, particularly important in classrooms of linguistically diverse learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01