Educator language ideologies and a top-down dual language program
Abstract
Dual language bilingual education (DLBE) programs are framed to reflect pluralist discourses (de Jong, E. [2013]. “Policy Discourses and U.S. Language in Education Policies.” Peabody Journal of Education 88 (1): 98–111) and affiliated language ideologies. The continued expansion of DLBE programs not surprisingly brings to light the diverse and ever-changing landscape of educator language ideologies. This survey-based study used inferential statistics and qualitative thematic analysis to explore the language ideologies of a random sample of administrators and teachers involved in a district-wide, top-down implementation of a DLBE program in a large urban school district. The following three research questions guided our investigation: (1)What are prevalent educator language ideologies in DLBE schools? (2) How and to what extent do these language ideologies vary by: participation in the DLBE, level of teaching experience, educator's home language, and degree of DLBE training? (3) How do educators perceive the attempted program shift to DLBE? Eight language ideologies including languages other than English (OTE) as endowments and multiple languages as a problem accounted for 46% of the variance in the data. All four experiential variables differentiated ideological orientation. Educators reported that ideological tensions and lack of support influenced their implementation.
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Some studies have stressed the multiplicity, complexity, and contradiction in educators' ideologies.
“Some studies have stressed the multiplicity, complexity, and contradiction in educators' ideologies (Bernstein et al., 2018; Fitzsimmons-Doolan et al., 2017; Zúñiga, 2016).”
From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Fitzsimmons-Doolan et al., 2017
The finding that PSTs' language ideologies are multiple and contradictory aligns with previous literature.
“The findings of this align with the previous literature on language ideologies in that they appear to be multiple and contradictory in nature (Barbosa, 2020; Fitzsimmons-Doolan et al., 2017; Irvine, 1989; Kroskrity, 2004; Lew & Siffrinn, 2019; Palmer, 2011; Zúñiga, 2016)”
From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Fitzsimmons-Doolan et al., 2017
Cited by
Sorted by citations
Caldas, B. (2019) · TESOL Journal · doi:10.1002/tesj.485 · Cited by 49 · see citing works
Bernstein, K. A., Kilinc, S., Troxel Deeg, M., Marley, S. C., Farrand, K. M., & Kelley, M. F. (2021) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2018.1476456 · Cited by 46
Barbosa, M. R. (2020) · Revista Brasileira de Linguística Aplicada · doi:10.1590/1984-6398202016837 · Cited by 6
Elshafie, M., Cole, M. W., & Zhang, J. (2023) · Journal of Education, Language, and Ideology · doi:10.67372/dd687d05 · Cited by 3 · see citing works
“Other writers refer to teachers' contradictory language ideologies as "ideological tension" (Fitzsimmons-Doolan et al., 2017; Freeman, 2004; Hornberger & Johnson, 2007).”
Influential
- Authors
- Fitzsimmons-Doolan, S., Palmer, D., & Henderson, K.
- Affiliations
- English Department, Texas A&M University–Corpus Christi, Corpus Christi, TX, USA
- The University of Texas at Austin (US)
- The University of Texas at San Antonio (US)
- Venue
- International Journal of Bilingual Education and Bilingualism
- Publisher
- Informa UK Limited
- Published
- 2015-08-27
- Volume
- 20
- Issue
- 6
- Pages
- 704-721
- ISSN
- 1367-0050 (ISSN-L)
- 1747-7522
- OpenAlex
- W2400492958
- Cited by
- 79
- References
- 0
- Citations by year
- 2026: 3 · 2025: 12 · 2024: 14 · 2023: 7 · 2022: 6 · 2021: 9 · 2020: 10 · 2019: 8 · 2018: 5 · 2017: 2 · 2016: 3
- FWCI
- 14.04
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Bilingual Education and Bilingualism (publishedVersion)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- dual language education, language ideology, educators, urban school districts, non-English languages, home language, teaching experience, program training, policy discourse
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