Language Ideology and the Mediation of Language Choice in Peer Interactions in a Dual-Language First Grade

Volk, Dinah; Angelova, Maria

doi:10.1080/15348450701454205

Cited by 48 publications

(24 citation statements)

References 14 publications

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“…Although one of the three major goals for TWBI programs is cross-cultural competence, it becomes challenging to attain linguistic and cultural equity in the classroom, because English is perceived as the language of power in the U.S. (Baker, 2011;Potowski, 2004;Sugarman, 2012;Volk & Angelova, 2007). Some studies have demonstrated evidence of teachers struggling at times to provide equal status of languages during classroom interaction ( de Jong, 2006;Fitts, 2006;Palmer, 2008Palmer, , 2009).…”

Section: Introductionmentioning

confidence: 97%

Language status in two-way bilingual immersion

Hernández

2015

JICB

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Research has shown that two-way bilingual immersion (TWBI) programs provide positive outcomes for all students to become bilingual, biliterate, and bicultural. Yet, studies have shown that there can be challenges in student-tostudent interaction in TWBI programs. This study reports on peer interaction dynamics during content instruction in two 90/10 programs through lesson observations, teacher interviews, and reflections. Teachers in Grades 4-6 provided their perspectives concerning the status of English and Spanish in their classrooms. Teachers also shared instructional strategies to support students' progress in Spanish. This study presents important instructional implications for sociocultural and sociolinguistic goals pertaining to English and Spanish speakers in TWBI programs.Spanish abstract at end.

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Section: Introductionmentioning

confidence: 97%

Language status in two-way bilingual immersion

Hernández

2015

JICB

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“…The use of more than one language creates social problems. King (2000), Miller (2006), Miyhon (2007), Paugh (2001), Pomerantz (2002), Bridges (2004), Saito (2005), Valdez (2006), Volk & Angelova (2007) 2. The use of more than one language makes social mobility difficult.…”

Section: Likert Language Ideology Component Itemsmentioning

confidence: 97%

“…A person's linguistic abilities are assets. Pomerantz (2002), Bridges (2004), Valdez (2006), Volk & Angelova (2007) 8. In the US, the use of more than one language should be promoted.…”

Section: Likert Language Ideology Component Itemsmentioning

confidence: 98%

“…Each of the resulting constructs that aligned with theoretical descriptions of language ideologies described above was recorded, as were the discrete ideological language propositions that the overarching language ideology construct was hypothesised to unite. For example, the ideological construct Language as a right (Ruíz, 1984) was identified across several studies (Bridges, 2004;Miyhon, 2007;Pomerantz, 2002;Valdez, 2006;Volk & Angelova, 2007) and was described as synthesising the more specified ideological propositions:…”

Section: Literature Reviewmentioning

confidence: 99%

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Language ideology dimensions of politically active Arizona voters: an exploratory study

Fitzsimmons‐Doolan

2011

Language Awareness

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In conjunction with other linguistic constructs, language ideologies are thought to be both components and determinants of language policies -decisions about language use at micro and macro levels. Although much work has been done towards identifying language ideology constructs in localised educational settings, the existence of such constructs in larger, more broadly distributed samples which influence educational language policy (e.g. voters) has not been verified. This study pilots (1) a survey grounded in existing language ideology research and (2) a factor analysis for identifying and exploring language ideologies expressed by a statewide sample of 218 politically active Arizona voters (Democrats and Republicans). Politically active voters are influential with respect to political decision-making, and those in Arizona have a history of encountering explicit language policies. The resulting seven-factor solution of language ideologies is presented, as is an analysis of how individual variables (i.e. political affiliation, age group, gender, and language background) differentiate factor scores along ideological dimensions. The results suggest that the surveys and factor analysis may be usefully combined with findings from qualitative research to scale-up identification and description of language ideologies among important samples of educational language policy stakeholders.

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“…While the general notion of language ideologies can essentially be boiled down to beliefs about the superiority and inferiority of different languages and dialects (Kroskrity, 2006), a more structured depiction is necessary to analyze the processes through which these beliefs are reified and maintained. Previous descriptions of power-laden discourses within majority/minority language contexts (Dueñas González & Melis, 2000;Makihara & Schieffelin, 2007;Mar-Molinero & Stevenson, 2006;Rahman, 2002;Volk & Angelova, 2007) help us understand that many variables must be considered when taking into account how the act of using a specific language is inextricably linked to larger "regimes of language" (Kroskrity, 2000).…”

Section: Language Ideologiesmentioning

confidence: 99%

(Re)Producing Linguistic Hierarchies in the United States: Language Ideologies of Function and Form in Public Schools

Johnson¹

2011

IJL

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In an attempt to further understand the unfolding effects of Arizona's anti-bilingual education law passed in 2000 (Proposition 203), this article examines the generation and perpetuation of language ideologies in public schools with predominant language-minority student populations. Through depictions of language use in terms of academic (under)achievement and economic advancement, educators and immigrant students from an urban Arizona school district exhibit distinct ideologies toward the function and form of both English and Spanish.

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Language Ideology and the Mediation of Language Choice in Peer Interactions in a Dual-Language First Grade

Cited by 48 publications

References 14 publications

Language status in two-way bilingual immersion

Language status in two-way bilingual immersion

Language ideology dimensions of politically active Arizona voters: an exploratory study

(Re)Producing Linguistic Hierarchies in the United States: Language Ideologies of Function and Form in Public Schools

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