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ERIC Number: EJ1150877
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1367-0050
EISSN: N/A
Educator Language Ideologies and a Top-Down Dual Language Program
Fitzsimmons-Doolan, Shannon; Palmer, Deborah; Henderson, Kathryn
International Journal of Bilingual Education and Bilingualism, v20 n6 p704-721 2017
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A