Exploring the complexity of high school students’ beliefs about language variation

Metz, Mike

doi:10.1016/j.linged.2018.02.003

Cited by 16 publications

(10 citation statements)

References 22 publications

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“…Although that happened for a few students, what we mostly encountered were hauntings of past damage. In this analysis, we do not mean to position the youth in the study as incapable of resistance to standard language ideologies, as there were students who resisted and disrupted dominant notions of literacy (Metz, 2018). Our findings indicate that the project of shifting students’ identities and encouraging them to value what they already do is slow and complicated.…”

Section: Discussionmentioning

confidence: 99%

More, Faster, Neater: Middle School Students’ Self‐Assessed Literacy Concerns

Williamson¹,

LeeKeenan²,

Peixoto³

2020

J Adolescent & Adult Lit

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Literacy self-assessments suggest that middle school students are haunted by standard language ideologies even during resource-based summer reading and writing instruction. E nglish language arts (ELA) research has documented the importance of students' ability to selfassess (Warrington, Graeber, White, & Saxton, 2018), set literacy goals, and maintain and develop positive literacy identities (Cremin & Locke, 2017; Skerrett, 2012). David, Consalvo, and Vetter (2019) found that "asking young people about their writing prompts… ELA educators to see students as more-as capable and collaborative writers who have the potential to refine and enhance their writing" (p. 67). Unlike traditional assessments framed around faults and deficits, selfassessments that ask students to articulate what they do well and want to learn are beneficial to students' achievement (Murphy,

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Section: Discussionmentioning

confidence: 99%

More, Faster, Neater: Middle School Students’ Self‐Assessed Literacy Concerns

Williamson¹,

LeeKeenan²,

Peixoto³

2020

J Adolescent & Adult Lit

View full text Add to dashboard Cite

show abstract

“…The survey consisted of 32 items drawn from previous studies of teacher’s language ideologies (Bowie and Bond, 1994; Ford, 1978; Taylor, 1973; Williams et al , 1972) and an earlier version of the survey used in a previous study of student language ideologies (Metz, 2018b). Each survey item consisted of a statement of belief.…”

Section: Methodsmentioning

confidence: 99%

Accommodating linguistic prejudice? Examining English teachers’ language ideologies

Metz

2019

ETPC

Self Cite

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Purpose The purpose of this study is to support the integration of scientifically grounded linguistic knowledge into language teaching in English Language Arts (ELA) classrooms through building an understanding of what teachers currently know and believe about language. Design/methodology/approach In total, 310 high school English teachers in the USA responded to a survey about their language beliefs. Statistical analysis of responses identified four distinct constructs within their belief systems. Sub-scales were created for each construct, and hierarchical regressions helped identify key characteristics that predicted beliefs along a continuum from traditional/hegemonic to linguistically informed/counter-hegemonic. Findings Key findings include the identification of four belief constructs: beliefs about how language reveals speaker characteristics, beliefs about how society perceives language use, beliefs about how language should be treated in schools and beliefs about the English teacher’s role in addressing language use. In general, teachers expressed counter-hegemonic beliefs for their own role and their view of speaker characteristics. They expressed hegemonic beliefs for societal perceptions and the dominant school language narrative. Taking a linguistics class was associated with counter-hegemonic beliefs, and teaching longer was associated with more hegemonic beliefs. Practical implications The findings of this study suggest that the longer teachers teach within a system that promotes hegemonic language practices, the more they will align their own beliefs with those practices, despite having learned linguistic facts that contradict pervasive societal beliefs about language. The Dominant School Language Narrative currently accommodates, rather that disrupting, linguistic prejudice. Originality/value A current understanding of teachers’ language ideologies is a key step in designing teacher professional development to help align teaching practices with established linguistic knowledge and to break down a socially constructed linguistic hierarchy based on subjective, and frequently prejudicial, beliefs.

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“…Manifestations of dominant LIs are in opposition to critical LI alternatives. As noted by Metz (2018), critical LIs grant legitimacy to use of other language varieties, encompassing "beliefs that associate positive characteristics with speakers of historically stigmatized varieties" (p. 12). Critical LIs uphold values of plurilingualism, bilingualism, and bidialectalism, often working to subvert the prescriptive impact of dominant LIs on language socialization practices (Riley, 2012).…”

Section: Critical Language Ideologies and Their Educational Outcomesmentioning

confidence: 99%

“…(Essay,12/11/18). By stating her acceptance toward "the Chinese way of thinking" and observing the "logic" underlying the non-dominant expression "people mountain, people sea", Yubi grants legitimacy to "Chinglish" as an English variety (Metz, 2018).…”

Section: Yubi's Critical Perspective On Language Variationmentioning

confidence: 99%

Critical and Dominant Language Learner Ideologies: A Case Study of Two Chinese Writers’ Experiences with a Critical Language Writing Pedagogy

Britton

Austin

2021

TESOL Quarterly

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Anglophone universities have increasingly become contact zones for the growing numbers of ethnolinguistically diverse students who use English as a lingua franca (Jenkins, 2014). Despite the sociolinguistic reality of English as contact language, monolingual and monoglossic ideologies often prevail not only at the macro institutional scale, but also at the individual learner scale. By idealizing native English speakers, regarding English as uniform, and viewing writing instruction as a means to reduce linguistic difference, ESL learners can perpetuate the sort of dominant ideologies that critical language pedagogies seek to disrupt. Building upon previous learner belief research, this practitioner‐led comparative case study explores the expressed language ideologies and language socialization experiences of two first‐year Chinese undergraduates who were participants in a developmental writing course in a Northeastern University in the US. Despite learning about critical language awareness (CLA) pedagogy (Fairclough, 1992), results show that the students expressed a range of dominant and critical language ideologies which were connected to a configuration of micro and macro contextual factors beyond the course. We conclude with implications of these results for critical language pedagogy within writing courses.

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Exploring the complexity of high school students’ beliefs about language variation

Cited by 16 publications

References 22 publications

More, Faster, Neater: Middle School Students’ Self‐Assessed Literacy Concerns

More, Faster, Neater: Middle School Students’ Self‐Assessed Literacy Concerns

Accommodating linguistic prejudice? Examining English teachers’ language ideologies

Critical and Dominant Language Learner Ideologies: A Case Study of Two Chinese Writers’ Experiences with a Critical Language Writing Pedagogy

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