Conflicting Language Ideologies Concerning Bilingualism and Bilingual Education among Pre-Service Spanish Teachers in South Texas
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ABSTRACT Language ideologies are the shared frameworks through which groups understand language and speakers (GAL; WOOLARD, 2001; WOOLARD, 1998). In educational settings, these ideologies may impact learning as teachers who adhere to ideologies favoring monolingualism may undermine students’ identities and bilingual development in favor of assimilation. Using language ideology and Critical Discourse Analysis (CDA) frameworks, this study investigated the presence of different language ideologies in pre-service Spanish teachers’ discourse and their positioning in face of these language ideologies. The analysis demonstrated that while pre-service Spanish teachers challenge the ideology of monolingualism and favor bilingualism, they also legitimate the ‘one language’ ideology that entails that the unity of a nation depends partly on the use of only one language.
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In Barbosa's study, bilingual preservice teachers challenged monolingual ideologies but simultaneously seemed to believe that the goal of bilingual education was to transition emergent bilinguals to an English monolingual classroom.
“A similar finding emerged in Barbosa's (2020) study, where bilingual PSTs challenged monolingual ideologies but simultaneously seemed to believe that the goal of bilingual education was to transition EBs to an English monolingual classroom.”
From "We Want Them All to Speak in English … So, no Spanish": Preservice Teachers’ Language Ideologies Towards Emergent Bilinguals (2023) · cites this paper as Barbosa, 2020
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 Barbosa, 2020
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“While researchers have conducted significant research into language ideologies for in-service teachers, studies examining PSTs' language ideologies and practices are limited (Bacon, 2020; Barbosa, 2020; Lew & Siffrinn, 2019; Nuñez & Espinoza, 2019).”
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- Authors
- Barbosa, M. R.
- Affiliations
- Texas A&M University (US)
- Corresponding author
- Barbosa, Mara R.
- ORCID
- Barbosa, Mara R.
- Venue
- Revista Brasileira de Linguística Aplicada
- Publisher
- FapUNIFESP (SciELO)
- Published
- 2020-06
- Volume
- 20
- Issue
- 2
- Pages
- 325-351
- ISSN
- 1676-0786 (ISSN-L)
- 1984-6398
- OpenAlex
- W3040255173
- Cited by
- 6
- References
- 58
- Citations by year
- 2025: 2 · 2024: 1 · 2022: 2 · 2021: 1
- FWCI
- 2.30
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Revista Brasileira de Lingüística Aplicada (publishedVersion, cc-by)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (publishedVersion)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (publishedVersion, other-oa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Cadernos de Linguística e Teoria da Literatura (Universidade Federal de Minas Gerais) (submittedVersion)
- 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 › Linguistics and Language › Linguistic and Sociocultural Studies
- Keywords
- language ideology, bilingualism, bilingual education, pre-service teachers, Spanish language teachers, monolingualism, teacher discourse, bilingual language acquisition, assimilation, South Texas
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