Browsing by Subject "language ideology"

Now showing 1 - 2 of 2
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    Multilingualism in Social Studies Classrooms: A Multiple Case Study Investigating Pre-service Teachers’ Ideology and Praxis
    (2022-05) Bach, Julia
    This study explored how pre-service social studies teachers describe their work with multilingual students in the process of developing students’ social studies conceptual understanding. Key components of the theoretical framework included language ideology (Ruiz, 1984), translanguaging (Kleyn & García, 2019), and concept-based learning (Erickson, 2002). Comprised of multiple case studies (Yin, 2009), this study consisted of a series of semi-structured interviews with three different participants as they planned, delivered, and reflected on lessons during their student teaching placements in public middle and high schools in a large urban center in the Midwest. Findings from the case studies illustrated the importance of pre-service teacher personal experience, pre-existing ideologies, and the role of mentor teachers in pre-service teachers’ instructional practice. Pre-service teachers’ praxis evolved and changed with respect to how they fostered multilingual learning in social studies classrooms. Implications of this research inquiry extend into teacher education for pre-service social studies teachers. This study demonstrated the importance of focusing on multilingual students in social studies classrooms and the ways pre-service teachers are being supported to focus on multilingual learners.
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    Thinking About Language In All The Right Places: A Critical Ethnography Of Bilingualism In Non-Classroom Spaces
    (2023-09) Stanton, David
    This critical ethnography examines how the language ideologies of non-teaching staff (NTS) shape language practices in a bilingual PreK-8 school. Recent research on two-way bilingual education reveals the ways that the language ideologies of teachers, administrators, and parents can support the privileging of English in bilingual programs by prioritizing the values and needs of English-dominant students and families over those of language-minoritized students and families. This study shifts the focus to another inner layer of the policy onion, the NTS who comprise half of school staff. Non-teaching staff interact with students, families, and other staff in the hallways, cafeteria, playground, front desk, and other non-instructional areas of the school site, and they too are policy agents who impact language uses and school culture. The findings of this study reveal that (1) NTS make the entire school site at El Sol a bilingual and bicultural space; (2) NTS model the ways that bilingualism is process, not outcome; (3) NTS come to work at El Sol because they want to give back to their community by sharing their own linguistic and cultural lived experience; (4) the actions of NTS at El Sol are the action of educators who work to carry out the mission and vision of the school; and (5) NTS resist the privileging of English at El Sol, yet there exist still hierarchies of Spanish. Non-teaching staff protect the school from mission drift by challenging English dominance and transforming non-instructional spaces into sites of bilingualism and biculturalism.