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Between language as problem and resource: Examining teachers’ language orientations in dual-language programs
Abstract
Using a case study methodology, the article examines the language practices of two third-grade bilingual, dual-language education teachers as they prepare their students for their state’s standardized assessment. Findings revealed that both teachers taught in between the contradicting tensions of the language-as-problem and -resource orientations that simultaneously valued bilingual language practices but also positioned bilingual education and development as problematic to success on an English state test. Without a more concerted effort toward Bartolomé and Balderrama’s “ideological clarity” among educators and recentering of a language-as-right orientation in bilingual education, there is a danger that the benefits of bilingualism and the opportunity for bilingual development may not be extended to subjugated language communities.
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“The literature has shown that teachers in dual language settings have largely embraced a predominately monoglossic language ideology, which hinders their efforts to provide an effective transitional and bilingual education to their students (Briceño, 2018; 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 Zúñiga, 2016
In the citing paper
“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 Zúñiga, 2016
In the citing paper
“The results showed that teachers were torn between language-as-problem and language-as-resource orientations, claiming appreciation for bilingual language practices while simultaneously positioning bilingual education and development as problematic to success on the English state test.”
From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Zúñiga, 2016
In the citing paper
“Additionally, only Zúñiga (2016) used Ruíz's orientations to understand the influence of language ideologies on teachers' practices.”
From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Zúñiga, 2016
In the citing paper
“This is consistent with the use of Ruiz's framework for policy analysis, as the orientations are not mutually exclusive, and even individual policies frequently exhibit multiple orientations (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 Zúñiga, 2016
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References 55 · Cited by 53
Research works printed but not linked: 42
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Metadata
- Authors
- Zúñiga, C. E.
- Affiliations
- The University of Texas Rio Grande Valley (US)
- Corresponding author
- Zúñiga, Christian E.
- ORCID
- Zúñiga, Christian E.
- Venue
- Bilingual Research Journal
- Publisher
- Informa UK Limited
- Published
- 2016-11-21
- Volume
- 39
- Issue
- 3-4
- Pages
- 339-353
- ISSN
- 1523-5882 (ISSN-L)
- 1523-5890
- OpenAlex
- W2549967319
- Cited by
- 53
- References
- 55
- Citations by year
- 2026: 2 · 2025: 10 · 2024: 6 · 2023: 8 · 2022: 9 · 2021: 6 · 2020: 5 · 2019: 2 · 2018: 3 · 2017: 2
- FWCI
- 10.21
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Bilingual Research Journal (publishedVersion)
- ScholarWorks @ UTRGV (The University of Texas Rio Grande Valley) (submittedVersion)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Linguistics and Language › Second Language Learning and Teaching
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- dual language education, bilingual education, language as a resource, standardized testing, English proficiency, language policy
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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