Teacher Language Practices and Ideologies in a Third-Grade Two-Way Dual-Language Program

• In Event: Roundtable Session 1
  In Roundtable Session: The Impact of Teacher Beliefs on Students’ Identities

Abstract

Positive teacher language ideologies towards bilingualism are identified as a key component to dual language implementation success. This study focuses on the language practices and ideologies of a team of two 3rd grade teachers in their first year implementing two-way dual language (TWDL). Researchers found that while both teachers articulated additive language ideologies towards bilingualism, this ideology was not always embodied in classroom language practices owing in part to the pressure they felt to achieve high scores on monolingual standardized State assessment. Furthermore, teacher language ideologies towards student code-switching were complex and contradictory, bringing into question TWDL strict language separation policy. This paper contributes to understanding the connection between teacher language ideologies and spaces for innovative bilingual pedagogy.

Authors

• Kathryn I. Henderson, The University of Texas - Austin

• Ramon Antonio Martinez, The University of Texas - Austin