Cover not available
Article published In:
Journal of Immersion and Content-Based Language Education
Vol. 7:1 (2019) ► pp.61–87

The intersection of language ideologies and language awareness among in-service teachers of emergent bilinguals

| University of Texas at San Antonio
| University of Texas at San Antonio

Important components of the teacher knowledge base are how aware a teacher is of language (including how it is acquired and best taught), as well as their language ideologies. Because a combination of ideologies and awareness may guide many pedagogical decisions, this mixed-methods sequential explanatory study explored prevalent language ideological orientations of educators in a dual language immersion (DLI) context, their degrees of Teacher Language Awareness (TLA), and the relationship between the two. Findings revealed that participants with high degrees of TLA oriented significantly more positively towards additive language ideologies, while educators with low degrees of TLA were significantly more likely to orient toward deficit ideologies. Data from cases representing high and low degrees of TLA provide an in-depth view of the relationship between teachers’ TLA and ideologies in practice. This study extends an understanding of how language awareness and ideologies interact, along with implications for pre- and in-service teacher professional development.

Keywords: language ideologies, teacher language awareness, teacher education, dual immersion, bilingual education
Article outline
  • 1.Introduction
  • 2.Theoretical framework and literature review
    • 2.1Language ideologies
    • 2.2Teacher language awareness
    • 2.3The relationship between TLA and language ideologies
  • 3.Methodology
    • 3.1Research questions
    • 3.2Context
    • 3.3Design, instrumentation, and participants
    • 3.4Analyses
  • 4.Findings
    • 4.1Educator orientations towards language
      • 4.1.1Quantitative findings
      • 4.1.2Qualitative findings
    • 4.2Degrees of TLA by Teacher Domain
      • 4.2.1Quantitative findings
      • 4.2.2Qualitative findings
        • Variation in degree of TLA
        • Content emphasized over language instruction
    • 4.3Relationship between educator ideologies and TLA in the Teacher Domain
      • 4.3.1Quantitative findings
      • 4.3.2Qualitative findings
        • Low degree of TLA in Teacher Domain
        • High degree of TLA in Teacher Domain
  • 5.Discussion
    • 5.1Orientation toward language ideology statements
    • 5.2Language awareness in the teacher domain
    • 5.3Language ideology variance by degree of TLA
    • 5.4Limitations
  • 6.Conclusion
  • Notes
  • References
Published online: 28 February 2019
DOI logo
https://doi.org/10.1075/jicb.17024.lin
References

References

Alim, H.
(2005) Critical language awareness in the United States: Revisiting issues and revising pedagogies in a resegregated society. Educational Researcher, 34 (7), 24–31. DOI logoGoogle Scholar
Alim, S. H.
(2007) Critical hip-hop language pedagogies: Combat, consciousness, and the cultural politics of communication. Journal of Language, Identity, and Education, 6 (2), 161–176. DOI logoGoogle Scholar
Andrews, S.
(2003) Teacher language awareness and the professional knowledge base of the L2 teacher. Language Awareness, 12 (2), 81–95. DOI logoGoogle Scholar
(2007) Teacher language awareness. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Andrews, S., & Lin, A. M.
(2017) Language awareness and teacher development. In P. Garrett & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 57–74). New York, NY: Routledge. DOI logoGoogle Scholar
Andrews, S., & McNeill, A.
(2005) Knowledge about language and the ‘good language teacher’. In Applied linguistics and language teacher education (pp. 159–178). New York, NY: Springer. DOI logoGoogle Scholar
Andrews, S., & Svalberg, A. M. L.
(2017) Teacher language awareness. In J. Cenoz, D. Gorter, & S. May (Eds.), Language awareness and multilingualism (pp. 219–231). New York, NY: Springer.Google Scholar
August, D., Shanahan, T., & Escamilla, K.
(2009) English language learners: Developing literacy in second-language learners – Report of the National Literacy Panel on language-minority children and youth. Journal of Literacy Research, 41 (4), 432–452. DOI logoGoogle Scholar
Clair, N.
(1995) Mainstream classroom teachers and ESL students. TESOL Quarterly, 29 1, 189–196. DOI logoGoogle Scholar
Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E.
(2003) Advanced mixed methods research designs. In A. Tashakkori & ‎C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209–240). Thousand Oaks, CA: Sage.Google Scholar
Cullen, R.
(2001) The use of lesson transcripts for developing teachers’ classroom language. System, 29 (1), 27–43. DOI logoGoogle Scholar
de Jong, E.
(2013) Policy discourses and U.S. language in education policies. Peabody Journal of Education, 88 (1), 98–111. DOI logoGoogle Scholar
Edge, J.
(1988) Applying linguistics in English language teacher training for speakers of other languages. ELT Journal, 42 (1), 9–13. DOI logoGoogle Scholar
Emerson, R. M., Fretz, R. I., & Shaw, L. L.
(2011) Writing ethnographic fieldnotes. Chicago, IL: University of Chicago Press. DOI logoGoogle Scholar
Finegan, E.
(2014) Language: Its structure and use. Boston, MA: Cengage Learning.Google Scholar
Fitzsimmons-Doolan, S.
(2011) Language ideology dimensions of politically active Arizona voters: An exploratory study. Language Awareness, 20 (4), 295–314. DOI logoGoogle Scholar
(2017) Language ideology change over time: Lessons for language policy in the U.S. State of Arizona and beyond. TESOL Quarterly, 52 (1), 34–61. DOI logoGoogle Scholar
Fitzsimmons-Doolan, S., Palmer, D., & Henderson, K.
(2017) Educator language ideologies and a top-down dual language program. International Journal of Bilingual Education and Bilingualism, 20 (6), 704–721. DOI logoGoogle Scholar
Flores, N., & Rosa, J.
(2015) Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85 (2), 149–171. DOI logoGoogle Scholar
Folse, K.
(2011) Applying L2 lexical research findings in ESL teaching. TESOL Quarterly, 45 (2), 362–369. DOI logoGoogle Scholar
Fortune, T. W., Tedick, D. J., & Walker, C. L.
(2008) Integrated language and content teaching: Insights from the language immersion classroom. In T. W. Fortune & D. J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 71–96). Clevedon: Multilingual Matters. DOI logoGoogle Scholar
García, O.
(2008) Multilingual language awareness and teacher education. In N. H. Hornberger (Ed.), Encyclopedia of language and education (pp. 2130–2145). New York, NY: Springer. DOI logoGoogle Scholar
(2009) Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell.Google Scholar
García, O. & Kleifgen, J. A.
(2010) Educating emergent bilinguals: Policies, programs, and practices for English language learners. New York, NY: Teachers College Press.Google Scholar
García, O., & Kleyn, T.
(Eds.) (2016) Translanguaging with multilingual students: Learning from classroom moments. New York, NY: Routledge. DOI logoGoogle Scholar
Gee, J. P.
(2014) Decontextualized language: A problem, not a solution. International Multilingual Research Journal, 8 (1), 9–23. DOI logoGoogle Scholar
Henderson, K. I.
(2017) Teacher language ideologies mediating classroom-level language policy in the implementation of dual language bilingual education. Linguistics and Education, 42 1, 21–33. DOI logoGoogle Scholar
Henderson, K. I., & Palmer, D. K.
(2015) Teacher and student language practices and ideologies in a third-grade two-way dual language program implementation. International Multilingual Research Journal, 9 (2), 75–92. DOI logoGoogle Scholar
Howard, E. R., Olague, N. & Rogers, D.
(2003) The dual-language program planner: A guide for designing and implementing dual-language programs. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.Google Scholar
Johnston, B., & Goettsch, K.
(2000) In search of the knowledge base of language teaching: Explanations by experienced teachers. Canadian Modern Language Review, 56 (3), 437–468. DOI logoGoogle Scholar
Kroskrity, P. V.
(2000) Regimes of language: Ideologies, polities, and identities. Melton, UK: James Currey Publishers.Google Scholar
(2004) Language ideologies. In A. Duranti (Ed.), A companion to linguistic anthropology (pp. 496–517). Malden, MA: Blackwell.Google Scholar
Lessow-Hurley, J.
(2013) The foundations of dual language instruction (6th ed.). Boston, MA: Pearson.Google Scholar
Lieven, E., Behrens, H., Speares, J., & Tomasello, M.
(2003) Early syntactic creativity: A usage-based approach. Journal of Child Language, 30 (2), 333–370. DOI logoGoogle Scholar
Lightbown, P. M., & Spada, N.
(2013) How languages are learned. Oxford: Oxford University Press.Google Scholar
Lindahl, K. M., & Baecher, L.
(2015) Teacher language awareness in supervisory feedback cycles. ELT Journal, 70 (1), 28–38. DOI logoGoogle Scholar
Lindholm-Leary, K.
(2001) Dual language education. Clevedon: Multilingual Matters. DOI logoGoogle Scholar
Lyster, R.
(2017) Content-based language teaching. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 87–107). DOI logoGoogle Scholar
Martínez, R. A.
(2013) Reading the world in Spanglish: Hybrid language practices and ideological contestation in a sixth-grade English language arts classroom. Linguistics and Education, 24 (3), 276–288. DOI logoGoogle Scholar
Martínez, R. A., Hikida, M., & Durán, L.
(2015) Unpacking ideologies of linguistic purism: How dual language teachers make sense of everyday translanguaging. International Multilingual Research Journal, 9 (1), 26–42. DOI logoGoogle Scholar
Maybin, J.
(2001) Language, struggle and voice: The Bakhtin/Volosinov writings. In M. Wetherell, S. Taylor, & S. J. Yates (Eds.), Discourse theory and practice: A reader (pp. 64–71). London: Sage.Google Scholar
Moll, L., Amanti, C., Neff, D., & Gonzalez, N.
(2005) Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. In N. González, L. C. Moll & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 71–87). New York, NY: Routledge.Google Scholar
Moore, D.
(2006) Plurilingualism and strategic competence in context. International Journal of Multilingualism, 3 (2), 125–138. DOI logoGoogle Scholar
Morton, T.
(2016) Conceptualizing and investigating teachers’ knowledge for integrating content and language in content-based instruction. Journal of Immersion and Content-Based Language Education, 4 (2), 144–167. DOI logoGoogle Scholar
(2018) Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism, 21 (3), 275–286. DOI logoGoogle Scholar
Pérez, B.
(2004) Becoming biliterate: A study of two-way bilingual immersion education. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Pettit, S. K.
(2011) Teachers’ beliefs about English language learners in the mainstream classroom: A review of the literature. International Multilingual Research Journal, 5 (2), 123–147. DOI logoGoogle Scholar
Reeves, J. R.
(2006) Secondary teacher attitudes toward including English-language learners in mainstream classrooms. The Journal of Educational Research, 99 (3), 131–143. DOI logoGoogle Scholar
Regalla, M.
(2012) Language objectives: More than just vocabulary. TESOL Journal, 3 (2), 210–230. DOI logoGoogle Scholar
Rolstad, K., Mahoney, K., & Glass, G. V.
(2005) The big picture: A meta-analysis of program effectiveness research on English language learners. Educational Policy, 19 1, 572–594. DOI logoGoogle Scholar
Saldaña, J.
(2013) The coding manual for qualitative researchers. Newbury Park, CA: Sage.Google Scholar
Saldivar, M. G.
(2012) A primer on survey response rate. Learning Systems Institute, Florida State University, 1–12.Google Scholar
Short, D. J.
(2017) How to integrate content and language learning effectively for English language learners. Eurasia Journal of Mathematics, Science and Technology Education, 13 (7), 4237–4260.Google Scholar
Shulman, L. S.
(1987) Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 1, 1–22. DOI logoGoogle Scholar
Silverstein, M.
(1979) Language structure and linguistic ideology. In P. R. Clyne, W. F. Hanks, & C. L. Hofbauer (Eds.), The elements: A parasession on linguistic units and levels (pp. 193–247). Chicago, IL: Chicago Linguistic Society.Google Scholar
Tarone, E., Bigelow, M., & Hansen, K.
(2013) Literacy and second language oracy. Oxford: Oxford University Press.Google Scholar
Troyan, F. J., Cammarata, L., & Martel, J.
(2017) Integration PCK: Modeling the knowledge (s) underlying a world language teacher’s implementation of CBI. Foreign Language Annals, 50 (2), 458–476. DOI logoGoogle Scholar
Utah Dual Language Immersion
n.d.). Retrieved from [URL]
Utah State Board of Education
(2017) Retrieved from [URL]
Valdés, G.
(2001) Learning and not learning English: Latino students in American schools. New York, NY: Teachers College Press.Google Scholar
Valenzuela, A.
(2010) Subtractive schooling: US-Mexican youth and the politics of caring. Albany, NY: SUNY Press.Google Scholar
Van Lier, L., & Walqui, A.
(2012) Language and the common core state standards. In K. Hakuta & M. Santos (Eds.), Understanding language: Commissioned papers on language and literacy issues in the Common Core State Standards and Next Generation Science Standards (pp. 44–51). Stanford, CA: Stanford University.Google Scholar
Wong-Fillmore, L. & Snow, C.
(2000) What teachers need to know about language. Washington, DC: Center for Applied Linguistics.Google Scholar
Wright, T.
(2002) Doing language awareness. In H. R. Trappes-Lomax & G. Ferguson (Eds.). Language in language teacher education (pp. 113–130). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Cited by

Cited by 9 other publications

Kim, Sujin & Jung Yeon Park
2024. Critical awareness toward Content-Language Integrated Education for Multilingual Learners (CA-CIEML): a survey study about teachers’ ideological beliefs and attitudes. Language Awareness ► pp. 1 ff. DOI logo
Penner-Williams, Janet, Eva I. Diaz & Diana Gonzales Worthen
2019. Sustainability of teacher growth from professional development in culturally and linguistically responsive instructional practices. Teaching and Teacher Education 86 ► pp. 102891 ff. DOI logo
Qi, Fenghua, Yongqing Chang, K. Ramesh & P. Hemalatha
2023. Online and offline teaching connection system of college ideological and political education based on deep learning. Progress in Artificial Intelligence 12:2 ► pp. 163 ff. DOI logo
Quan, Tracy, Christian A. Bracho, Michelle Wilkerson & Monica Clark
2019. Empowerment and transformation: Integrating teacher identity, activism, and criticality across three teacher education programs. Review of Education, Pedagogy, and Cultural Studies 41:4-5 ► pp. 218 ff. DOI logo
Serafini, Ellen J., Nadine Rozell & Adam Winsler
2022. Academic and English language outcomes for DLLs as a function of school bilingual education model: the role of two-way immersion and home language support. International Journal of Bilingual Education and Bilingualism 25:2 ► pp. 552 ff. DOI logo
Shi, Lijuan & Kellie Rolstad
2022. “A Good Start”: A New Approach to Gauging Preservice Teachers’ Critical Language Awareness. Journal of Language, Identity & Education 21:6 ► pp. 408 ff. DOI logo
Song, Kim H., Lyndsie Marie Schultz, Gregory Child, Sujin Kim & Lisa Dorner
2023. Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For?. TESOL Quarterly DOI logo
Wang, Lijun & Narasimhan Venkateswaran
2022. Evaluation of “Online and Offline” Integrated Teaching Model of Ideological and Political Courses in Colleges and Universities in the Era of Artificial Intelligence. Wireless Communications and Mobile Computing 2022 ► pp. 1 ff. DOI logo
Yazan, Bedrettin
2019. Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience. TESOL Journal 10:4 DOI logo

This list is based on CrossRef data as of 1 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.