It's not really my job": A mixed methods framework for language ideologies, monolingualism, and teaching emergent bilingual learners
Abstract
Teacher education has redoubled efforts to prepare a predominantly monolingual teaching force for linguistic diversity in U.S. schools. Some jurisdictions are requiring specific teacher preparation, such as mandated Sheltered English Immersion (SEI) endorsement in Massachusetts, the context of this study. Previous research has explored the intersections of language ideologies and practice through such coursework. However, few studies have accounted for the underlying monolingual ideologies that inform U.S education. Therefore, this study employs a mixed methods approach to analyze language ideologies among 127 preservice and beginning teachers engaged in SEI methods coursework. Drawing on written reflections, survey data, and reported practices, this study offers a framework for exploring teacher language ideologies. This framework highlights a trajectory of lived ontologies, pedagogical orientations, and key contextual “filters” that may distort language ideologies in practice. The framework is operationalized through an analysis of monolingual ideologies across educational policy, practice, and teacher preparation.
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Bacon's trajectory of language ideologies framework highlights the importance of prior language experiences in shaping preservice teachers' ideologies and pedagogical orientations.
“Bacon's (2020) trajectory of language ideologies framework highlights the importance of prior language experiences in shaping PSTs' ideologies and pedagogical orientations.”
From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Bacon, 2020
In Bacon's study, personal language experiences and school language experiences could lead individuals to differing ideological stances, such as normalizing versus challenging monolingualism.
“The analysis showed how personal language experiences and school language experiences could lead individuals to differing ideological stances, such as normalizing vs. challenging monolingualism.”
From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Bacon, 2020
With the exception of Bacon (2020), none of the studies investigated the factors shaping preservice teachers' ideologies and how those ideologies inform the teachers' pedagogical orientations with emergent bilinguals.
“First, with the exception of Bacon (2020), none of the studies investigated the factors shaping PSTs' ideologies and how those ideologies inform the teachers' pedagogical orientations with EBs.”
From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Bacon, 2020
Bacon proposed three pedagogical orientations-pedagogical confidence, agency, and language resource validation-that he argued are shaped by lived ontologies.
“Using pre- and post-course survey data analysis, he proposed three pedagogical orientations -pedagogical confidence, agency, and language resource validation -that he argued are shaped by lived ontologies.”
From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Bacon, 2020
According to Bacon's (2020) framework, personal, coursework, and teaching experiences (lived ontology) inform language ideologies and pedagogical orientations.
“According to this framework, personal, coursework, and teaching experiences (lived ontology) inform language ideologies and pedagogical orientations.”
From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Bacon, 2020
The three monolingual PSTs had bilingual experiences from taking foreign language classes in school, similar to Bacon's (2020) monolingual participants.
“The three monolingual PSTs in this study had bilingual experiences from taking foreign language classes in school, similar to Bacon's (2020) monolingual participants.”
From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Bacon, 2020
Cites
SAGE Handbook of Mixed Methods in Social & Behavioral Research
Tashakkori, A., & Teddlie, C. (2010) · doi:10.4135/9781506335193 · Cited by 6,215 · see citing works
Factor-analytic methods of scale development in personality and clinical psychology
Comrey, A. L. (1988) · Journal of Consulting and Clinical Psychology · doi:10.1037/0022-006x.56.5.754 · Cited by 1,154 · see citing works
Teacher Preparation for Linguistically Diverse Classrooms: A Resource for Teacher Educators
Lucas, T. (2010) · doi:10.4324/9780203843239 · Cited by 225 · cited 3× · see citing works
“Lucas and Villegas (2011) offered a framework for such preparation, arguing that linguistically responsive teaching involved sociolinguistic consciousness, value for linguistic diversity, and advocacy for emergent bilinguals alongside pedagogical knowledge and skills.”
BackgroundBusch, D. (2010) · Language Teaching Research · doi:10.1177/1362168810365239 · Cited by 218
Jimenez-Silva, M., Olson, K., & Jimenez Hernandez, N. (2012) · The Teacher Educator · doi:10.1080/08878730.2011.632471 · Cited by 63 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Development of linguistic critical consciousness of multilingual preservice teachers of color
Mahalingappa, L. (2024) · International Multilingual Research Journal · doi:10.1080/19313152.2024.2330817 · Cited by 7 · see citing works
Teacher candidates’ language beliefs and their self-efficacy to teach emergent bilinguals
Lee, G., & Zhang, J. (2025) · Teachers and Teaching · doi:10.1080/13540602.2023.2282480 · Cited by 5 · see citing works
Elshafie, M., Cole, M. W., & Zhang, J. (2023) · Journal of Education, Language, and Ideology · doi:10.67372/dd687d05 · Cited by 3 · see citing works
“While the experiences these PSTs described do not constitute the entirety of their language experiences, they nevertheless are a key piece in the puzzle of their "lived ontologies" (Bacon, 2020, p. 176).”
Influential
- Authors
- Bacon, C. K.
- Affiliations
- Boston College, Chestnut Hill, MA, USA
- ORCID
- Bacon, Chris K.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2018-06-21
- Volume
- 71
- Issue
- 2
- Pages
- 172-187
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2809599196
- Cited by
- 113
- References
- 5
- Citations by year
- 2026: 10 · 2025: 31 · 2024: 25 · 2023: 16 · 2022: 11 · 2021: 12 · 2020: 3 · 2019: 4 · 2018: 1
- FWCI
- 26.87
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Teacher Education (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
- language ideology, monolingualism, emergent bilingual learners, sheltered English immersion, pre-service teachers, novice teachers, teacher preparation, linguistic diversity, teacher professional development, education policy, educational orientation, teacher reflection
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