NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1170174
Record Type: Journal
Publication Date: 2018-Mar
Pages: 28
Abstractor: As Provided
ISSN: ISSN-0039-8322
Language Ideology Change over Time: Lessons for Language Policy in the U.S. State of Arizona and Beyond
Fitzsimmons-Doolan, Shannon
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v52 n1 p34-61 Mar 2018
In the U.S. state of Arizona, language minority students who are English learners attend schools governed by a restrictive medium of instruction (MOI) language policy (LP). Educators and educational researchers widely agree that effective reforms of this policy are urgently needed (e.g., Arias & Faltis, 2012; Lawton, 2012; Lillie, 2016). Furthermore, several research studies (e.g., D. C. Johnson, 2009; Stritikus, 2003) have shown that the language ideologies held by policy-influential individuals affect the development and implementation of such policies. Thus, Arizona MOI reforms need to be aligned with language ideologies of key stakeholders. To shed light on MOI reform processes in Arizona and internationally, this study resurveyed politically active voters, administrators, and teachers from Fitzsimmons-Doolan (2014) to identify any shifts in their language ideologies between 2010 and 2016, to ascertain how these stakeholders perceive Arizona's educational LP, and to better understand how they relate their language ideologies to their policy perceptions. Results indicate some limited ideological change, key themes of equity, pro-assimilation, and anti-segregation across policy perceptions, and evidence supporting an LP model that moves toward stasis among LP components. The results suggest that efforts to facilitate ideological change grounded in stakeholder experience might be considered in contexts undergoing LP reform.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
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: Arizona
Grant or Contract Numbers: N/A