Remodeling Dual Language Programs: Teachers Enact Agency as Critically Conscious Language Policy Makers

Autor/inn/en	Babino, Alexandra; Stewart, Mary Amanda
Titel	Remodeling Dual Language Programs: Teachers Enact Agency as Critically Conscious Language Policy Makers
Quelle	In: Bilingual Research Journal, 41 (2018) 3, S.272-297 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2018.1489313
Schlagwörter	Bilingual Education Programs; English (Second Language); Second Language Learning; Bilingualism; Literacy; Biculturalism; Cultural Awareness; Language Planning; Policy Formation; Spanish; Language of Instruction; Program Development; Teacher Role; Teacher Attitudes; Professional Autonomy; Student Needs; High Stakes Tests; Language Usage; Classroom Communication; Elementary School Teachers; Language Attitudes; Code Switching (Language); Elementary School Students + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Bikulturalität; Cultural identity; Kulturelle Identität; Sprachwechsel; Politische Betätigung; Spanisch; Teaching language; Unterrichtssprache; Programmplanung; Lehrerrolle; Lehrerverhalten; Berufsfreiheit; Sprachgebrauch; Klassengespräch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sprachverhalten
Abstract	Dual language (DL) programs experience many tensions stemming from English hegemony in its curriculum, instruction, and assessment. These tensions often work in concert to usurp the three goals of DL programs to develop bilingualism, biliteracy, and bicultural competence while achieving grade level standards for its students. Subsequently, there is need to understand how DL teachers can and do enact agency as language policymakers to create DL programs that truly accomplishes its three-fold goals. Using a case study method with two DL programs within different schools, the researchers explore how 13 Spanish- and English-medium DL teachers a) perceive their agency and display critical consciousness, by b) acknowledging program tensions and c) acting to remodel their programs. Interviews, surveys, and focus group data from teachers and administrators reveal that DL teachers report a lack of perceived agency in their role as language policymakers. Simultaneously, these DL teachers demonstrate a keen awareness of the hegemonic tensions ubiquitous to DL programs. Some teachers covertly remodel their programs to meet students' holistic needs. Researchers suggest this nuanced understanding of collective agency provides a foundation to prepare DL teachers and administrators to jointly name tensions and take action by openly remodeling programs to best serve their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01