Conflicting Ideologies and Language Policy in Adult ESL: Complexities of Language Socialization in a Majority-L1 Classroom

Autor/in	Mori, Miki
Titel	Conflicting Ideologies and Language Policy in Adult ESL: Complexities of Language Socialization in a Majority-L1 Classroom
Quelle	In: Journal of Language, Identity, and Education, 13 (2014) 3, S.153-170 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2014.919810
Schlagwörter	Adult Education; English (Second Language); Second Language Instruction; Socialization; Ideology; Language Usage; Policy; Qualitative Research; Ethnography; Resistance (Psychology); Case Studies; Adult Educators; Adult Students; Spanish; Language Minorities; Urdu; Compliance (Psychology); California + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Socialisation; Sozialisation; Ideologie; Sprachgebrauch; Politik; Qualitative Forschung; Ethnografie; Resistenz; Case study; Fallstudie; Case Study; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Spanisch; Sprachminderheit; Kalifornien
Abstract	This study looks at how language ideologies affect and are revealed in language socialization practices in a majority-L1 adult ESL classroom, particularly looking at language use and policy. It draws on recent theories and critiques of language socialization (Bayley & Langman, 2011; Bronson & Watson-Gegeo, 2008; Garrett & Baquedano-López, 2002; Kulick & Schieffelin, 2004), language ideologies (Woolard, 1998; Woolard & Schieffelin, 1994; Wortham, 2008) and second language learning (Auerbach, 1993; Cook, 1997). Qualitative, semi-ethnographic methods are used to address the intersection of language learning, socialization, and ideologies as related to classroom language use. The study reveals complex language ideologies that value students' L1s, as well as adherence and resistance to socialization practices. It also reveals complications related to the teacher's accommodation of languages besides English, particularly Spanish, for minority non-Spanish-speaking students. This paper concludes with implications for teacher pedagogy, policy, and ideologies in mixed-L1 classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10