Language Policy toward Equity: How Bilingual Teachers Use Policy Mandates to Their Own Ends

Autor/inn/en	Zuniga, Christian E.; Henderson, Kathryn I.; Palmer, Deborah K.
Titel	Language Policy toward Equity: How Bilingual Teachers Use Policy Mandates to Their Own Ends
Quelle	In: Language and Education, 32 (2018) 1, S.60-76 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2017.1349792
Schlagwörter	Educational Policy; Equal Education; Bilingual Education; Teaching Methods; Language Attitudes; Teacher Attitudes; Language Usage; Program Implementation; Faculty Development; Preschool Teachers; Kindergarten; Grade 3; Elementary School Teachers; Spanish; English (Second Language); Ethnography; Texas + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverhalten; Lehrerverhalten; Sprachgebrauch; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnografie
Abstract	The article explores the intersection of equity goals and language ideologies within a dual language bilingual education (DLBE) language policy context. We present two DLBE teachers, Karina and Marisol, and explore their language ideologies and professional conviction towards equitable learning opportunities for their students. We investigate how each teacher constructed language policy in their classroom as influenced by their personal experiences, articulated language ideologies, and embodied language practices. Based on their beliefs and ideological perspectives, Karina dismantled the DLBE program, while Marisol strove to implement the program with fidelity. We demonstrate how two teachers with similar equity goals engaged in such distinct language policy implementation. Despite different approaches, each teacher ascribed to the idea that this program was not a fit for all students. Implications for bilingual education and teacher development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01