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Article published In: Journal of Immersion and Content-Based Language Education
Vol. 7:1 (2019) ► pp.61–87

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The intersection of language ideologies and language awareness among in-service teachers of emergent bilinguals

 | University of Texas at San Antonio
 | University of Texas at San Antonio
Published online: 28 February 2019
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https://doi.org/10.1075/jicb.17024.lin
Abstract
Important components of the teacher knowledge base are how aware a teacher is of language (including how it is acquired and best taught), as well as their language ideologies. Because a combination of ideologies and awareness may guide many pedagogical decisions, this mixed-methods sequential explanatory study explored prevalent language ideological orientations of educators in a dual language immersion (DLI) context, their degrees of Teacher Language Awareness (TLA), and the relationship between the two. Findings revealed that participants with high degrees of TLA oriented significantly more positively towards additive language ideologies, while educators with low degrees of TLA were significantly more likely to orient toward deficit ideologies. Data from cases representing high and low degrees of TLA provide an in-depth view of the relationship between teachers’ TLA and ideologies in practice. This study extends an understanding of how language awareness and ideologies interact, along with implications for pre- and in-service teacher professional development.
Resumen
Los componentes importantes de la base pedagógica de los maestros en programas bilingües incluyen si uno es consciente de cómo se adquiere un idioma, y también de sus propias ideologías sobre el lenguaje. Debido a las maneras en que la combinación de ideologías y conciencia pueden guiar decisiones pedagógicas, esta investigación de métodos mixtos secuencial-explicativo exploró las ideologías del lenguaje, los grados de conciencia del lenguaje (conocido en Inglés como “Teacher Language Awareness,” o TLA), y la relación entre los dos en el contexto de programas bilingües. Los resultados revelaron que los participantes con grados más altos de conciencia del lenguaje demostraron una orientación más positiva a oraciones ideológicas aditivas, mientras los educadores con grados de conciencia del lenguaje menos altos se orientaron más negativos a oraciones ideológicas aditivas. Datos de dos casos representando niveles de alta y baja conciencia del lenguaje provienen de una perspectiva profunda de la relación entre la conciencia del lenguaje y las ideologías del lenguaje en práctica. Esta investigación se extiende al entendimiento de cómo se relacionan la conciencia y las ideologías, con implicaciones para el desarrollo profesional para maestros del lenguaje en contextos múltiples.
Article outline
  • 1.Introduction
  • 2.Theoretical framework and literature review
    • 2.1Language ideologies
    • 2.2Teacher language awareness
    • 2.3The relationship between TLA and language ideologies
  • 3.Methodology
    • 3.1Research questions
    • 3.2Context
    • 3.3Design, instrumentation, and participants
    • 3.4Analyses
  • 4.Findings
    • 4.1Educator orientations towards language
      • 4.1.1Quantitative findings
      • 4.1.2Qualitative findings
    • 4.2Degrees of TLA by Teacher Domain
      • 4.2.1Quantitative findings
      • 4.2.2Qualitative findings
        • Variation in degree of TLA
        • Content emphasized over language instruction
    • 4.3Relationship between educator ideologies and TLA in the Teacher Domain
      • 4.3.1Quantitative findings
      • 4.3.2Qualitative findings
        • Low degree of TLA in Teacher Domain
        • High degree of TLA in Teacher Domain
  • 5.Discussion
    • 5.1Orientation toward language ideology statements
    • 5.2Language awareness in the teacher domain
    • 5.3Language ideology variance by degree of TLA
    • 5.4Limitations
  • 6.Conclusion
  • Notes
  • References
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