Language Ideology and the Mediation of Language Choice in Peer Interactions in a Dual-Language First Grade

Autor/inn/en	Volk, Dinah; Angelova, Maria
Titel	Language Ideology and the Mediation of Language Choice in Peer Interactions in a Dual-Language First Grade
Quelle	In: Journal of Language, Identity, and Education, 6 (2007) 3, S.177-199 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
Schlagwörter	Language Dominance; Ethnography; Ideology; Classrooms; Grade 1; English; Bilingualism; Spanish; English (Second Language); Second Language Learning; Cross Cultural Studies; Language Acquisition; Acculturation; United States + Suchen Sie Ihr Suchwort? Sprachliche Dominanz; Ethnografie; Ideologie; Classroom; Klassenraum; School year 01; 1. Schuljahr; Schuljahr 01; English language; Englisch; Bilingualismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Cultural comparison; Kulturvergleich; Sprachaneignung; Spracherwerb; Akkulturation; USA
Abstract	In this article we explore some of the ways that language ideologies--shared beliefs about language forms and practices embedded in social conflicts over power--mediated the language choices of 4 girls in peer activities. These activities took place in the Spanish and English first-grade classrooms of a dual-language program that enrolled children whose home language was English and children whose home language was Spanish, all learning in both languages. Our analysis was grounded in sociocultural theory and ethnographic methods were used to collect data in the classrooms. We argue that these 2 classrooms were distinct language-learning contexts and that patterns in the children's language choices to speak English or Spanish were influenced by these contexts and, more particularly, by the mediating role of a dominant language ideology that privileges English. We also highlight the children's agency in relation to this ideology as they negotiated language choice in the multiple contexts in which their language interactions were embedded. (Contains 1 table and 5 endnotes.) (Author).
Anmerkungen	Lawrence Erlbaum. 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/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10