Teachers’ Language Ideologies in Classroom Practices: Using English Learners’ Linguistic Capital to Socially Reorganize Learning

• In Event: Poster Session 4
  In Poster Session: Division G Section 3 Poster Session: Social Contexts of Multiple Languages and Literacies

Abstract

This paper provides an analysis of the global findings across eight cohorts engaged in participatory action research on ELs in an integrated math and science curriculum using multiple languages and discourse analysis tools. Data was collected over a five year period through focus group interviews and classroom videos. A classroom observation protocol was used to analyze the teachers’ shifts in language ideologies and practices. Our findings emphasize how teachers became aware of their language ideologies and as a result made changes in their practice to re-organize learning that capitalized on ELs linguistic strengths. We examine implications for student grouping, activity design grounded in language as a mediational tool, and a learning goal of developing mathematics and science literacies.

Authors

• Aria Razfar, University of Illinois at Chicago

• Ambareen Nasir, University of Illinois at Chicago

• Joseph C. Rumenapp, Judson University

• Zayoni Nidia Torres, University of Illinois at Chicago