The Discourse of Transition: Teachers' Language Ideologies Within Transitional Bilingual Education Programs

Self-Reflexive Inquiry Into Language Use and Beliefs: Toward More Expansive Language Ideologies

“…Few studies, however, examine language ideologies of teachers-their ideas and beliefs about language and how these mediate everyday classroom practices, particularly with students who are speakers of nondominant languages (for exception, see Fitzsimmons-Doolan, Palmer, & Henderson, 2015;Gallo, Link, Allard, Wortham & Mortimer, 2014;and Palmer, 2011). Capturing teacher language ideologies is critical: "When educators and students speak and write, they signal things not only about the subject matter they are learning but also about their affiliations with social groups both inside and outside the speech event" (Wortham, 2008, p. 39).…”

Diverse Language Profiles: Leveraging Resources of Potential Bilingual Teachers of Color

“…All four also challenge the discourse of bilinguals as deficient, with language conceptions and concrete teaching ideas. However, ideologies can constrain through internalized linguicism, as well as empower and liberate (Palmer, 2011). We saw evidence of internalized linguicism, as Hannah policed her own English language use, and Alma reported shame when some would choose not to even listen to her when they heard an accent.…”

“…These ideologies are ideas and beliefs about language that may align with dominant perspectives and therefore can be taken for granted (Razfar & Rumenapp, 2012). Ideologies may be unstated or unconscious, linked with identities and politics, constraining through internalized linguicism, as well as empowering and liberating (Palmer, 2011). For teachers, language ideologies matter for understanding policies, practices, and perspectives and for reflecting on one's own beliefs and how they shape pedagogy and interactions with students (Philip, 2011).…”

The English Only Movement: Revisiting Cultural Hegemony

“…On the surface, this type of program appears to aid students in acquiring the language needed to be successful in school by transitioning instruction in their first language into English only instruction over time throughout the elementary years. However, upon closer inspection, it can be argued that these programs essentially exist and operate to rid children of the "problem" of being bilingual in order to become monolingual English-speaking students (Palmer, 2011). Thus, TBE often reinforces the dominant ideology, leaving not only the students' language behind but also their culture.…”