Monolingual Ideologies of Andalusian Teachers in the Multilingual Schools' Context

Autor/in	Rodríguez-Izquierdo, Rosa M.
Titel	Monolingual Ideologies of Andalusian Teachers in the Multilingual Schools' Context
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 7, S.2482-2494 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodríguez-Izquierdo, Rosa M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1918627
Schlagwörter	Multilingualism; Language Attitudes; Teacher Attitudes; Immigrants; Bilingualism; Teacher Student Relationship; Native Language; Language Maintenance; Language Teachers; Positive Attitudes; Barriers; Teacher Characteristics; Comparative Analysis; Academic Achievement; Spanish; Second Language Learning; Faculty Development; Foreign Countries; Self Concept; Discourse Analysis; Elementary School Teachers; Secondary School Teachers; Spain + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Sprachverhalten; Lehrerverhalten; Immigrant; Immigrantin; Immigranten; Bilingualismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachpflege; Language teacher; Sprachunterricht; Schulleistung; Spanisch; Zweitsprachenerwerb; Ausland; Selbstkonzept; Diskursanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Spanien
Abstract	This article examines Andalusian teachers' ideologies towards migrant students' bilingualism and, the way teachers perceive the home language maintenance and its use in the school context. The data was collected through semi-structured interviews to two types of teachers--specialist language and regular teachers--in Andalusia (Spain). Findings revealed that were slight differences in the ideologies of these two types of teachers. In general, teachers' beliefs towards bilingualism were relatively positive. In rhetoric, language teachers demonstrated a greater appreciation for the bilingualism of the students and viewed it as a challenge. Conversely, the regular teachers had a less positive orientation towards bilingualism, associating it with problems. Furthermore, teachers advocate assimilationist language ideologies that consider--Spanish-only--as an indispensable tool for academic achievement. Our results also highlight that participants did not seem to be aware of the importance of students' home language-as-a right and its use as a democratic condition in a multilingual society such as Spain. The results show a need for professional development for all teachers to move away from monolingualism to advocating for multilingualism to better reflect the realities of the classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01