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‘Neither here nor there’ an examination of language curriculum and ideology in a New Jersey public school

‘Neither here nor there’ an examination of language curriculum and ideology in a New Jersey public school

 Kinsella, Benjamin.
 2018
 p., 21-38 English
Language ideologiesmChính sách ngôn ngữ.Language policy,BilingualisESL education,Giáo dục Tiếng Anh.Spanish in the U.S,
Tác giả CN Kinsella, Benjamin.
Nhan đề ‘Neither here nor there’: an examination of language curriculum and ideology in a New Jersey public school / Benjamin Kinsella.
Thông tin xuất bản 2018
Mô tả vật lý p., 21-38
Tóm tắt This case study focuses on one primarily Latino public primary school in New Jersey that waived the state’s bilingual education requirement and implemented a curricular alternative, comprised of bilingual and monolingual English classrooms. A corpus was generated from one-to-one interviews (N = 8) with administrators and teachers, as well as ethnographic observations during the course of two years. Data were then analysed using a critical discourse analysis. Findings reveal clear patterns between educators’ overtly expressed language ideologies and their covert expression in the curricular alternative where (1) bilingual teaching was equated only in relation to the Latino students’ purported limited English proficiency and (2) the belief that monolingual English instruction was to remedy students’ so-called language gaps. Furthermore, different interpretations of the programme and even disagreements that the school actually held a bilingual programme type were observed among teachers and administrators. Considerations for equitable teaching practices are addressed in the discussion.
Thuật ngữ chủ đề Language ideologiesm
Từ khóa tự do Chính sách ngôn ngữ.
Từ khóa tự do Language policy,
Từ khóa tự do Bilingualis
Từ khóa tự do ESL education,
Từ khóa tự do Giáo dục Tiếng Anh.
Từ khóa tự do Spanish in the U.S,
Nguồn trích Language, Culture and Curriculum - Volume 31, 2018 - Issue 1
MARC
Hiển thị đầy đủ trường & trường con
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300[1 0] |a p., 21-38
520[ ] |a This case study focuses on one primarily Latino public primary school in New Jersey that waived the state’s bilingual education requirement and implemented a curricular alternative, comprised of bilingual and monolingual English classrooms. A corpus was generated from one-to-one interviews (N = 8) with administrators and teachers, as well as ethnographic observations during the course of two years. Data were then analysed using a critical discourse analysis. Findings reveal clear patterns between educators’ overtly expressed language ideologies and their covert expression in the curricular alternative where (1) bilingual teaching was equated only in relation to the Latino students’ purported limited English proficiency and (2) the belief that monolingual English instruction was to remedy students’ so-called language gaps. Furthermore, different interpretations of the programme and even disagreements that the school actually held a bilingual programme type were observed among teachers and administrators. Considerations for equitable teaching practices are addressed in the discussion.
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