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Exploring New York City elementary school principals’ language ideologies

Exploring New York City elementary school principals’ language ideologies

 Cruz Albizu, Pedro J. De La
 Routledge, 2020
 United Kingdom : p. 503-519 English ISSN: 09500782
EducationBilingual educationNew YorkGiáo dụcChính sáchNgôn ngữ
Tác giả CN Cruz Albizu, Pedro J. De La
Nhan đề Exploring New York City elementary school principals’ language ideologies / Pedro J. De La Cruz Albizu
Thông tin xuất bản United Kingdom : Routledge, 2020
Mô tả vật lý p. 503-519
Tóm tắt School principals are street-level bureaucrats whose sense-making about language policies makes them de-facto policy makers. In turn, their language policy-making is mediated by their language ideologies and contexts. Using a case study methodological framework, this article explores the language ideologies of 11 New York City elementary school principals with high numbers of Emergent Bilinguals. It attempts to answer Ruiz’ call to make language ideologies clear and obvious in order to provide the level of transparency needed to enlighten the process of language policy creation and practice (Ruiz 1984). Analyses of the participating principals’ narratives revealed the existence of three different language ideologies: Resource Instrumental Mobility (RIM), Resource Integrative Democratic (RID), and Language as a Problem (LAP). This paper is an exploration of the RIM and RID language ideologies, which consider language as a resource, but do so for intrinsically different reasons. Thus, the findings expand on Ruiz’ (1984) Orientations in Language Planning by complicating and providing nuance to the concept of Language-as-Resource.
Thuật ngữ chủ đề Education-Bilingual education
Từ khóa tự do Bilingual education
Từ khóa tự do New York
Từ khóa tự do Giáo dục
Từ khóa tự do Chính sách
Từ khóa tự do Ngôn ngữ
Nguồn trích Language and Education- Volume 34, 2020 - Issue 6
Tệp tin điện tử https://doi.org/10.1080/09500782.2020.1772817
MARC
Hiển thị đầy đủ trường & trường con
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100[1 ] |a Cruz Albizu, Pedro J. De La
245[1 0] |a Exploring New York City elementary school principals’ language ideologies / |c Pedro J. De La Cruz Albizu
260[ ] |a United Kingdom : |b Routledge, |c 2020
300[ ] |a p. 503-519
520[ ] |a School principals are street-level bureaucrats whose sense-making about language policies makes them de-facto policy makers. In turn, their language policy-making is mediated by their language ideologies and contexts. Using a case study methodological framework, this article explores the language ideologies of 11 New York City elementary school principals with high numbers of Emergent Bilinguals. It attempts to answer Ruiz’ call to make language ideologies clear and obvious in order to provide the level of transparency needed to enlighten the process of language policy creation and practice (Ruiz 1984). Analyses of the participating principals’ narratives revealed the existence of three different language ideologies: Resource Instrumental Mobility (RIM), Resource Integrative Democratic (RID), and Language as a Problem (LAP). This paper is an exploration of the RIM and RID language ideologies, which consider language as a resource, but do so for intrinsically different reasons. Thus, the findings expand on Ruiz’ (1984) Orientations in Language Planning by complicating and providing nuance to the concept of Language-as-Resource.
650[1 0] |a Education |x Bilingual education
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773[ ] |t Language and Education |g Volume 34, 2020 - Issue 6
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