Teacher Language Ideologies and Top-Down Dual Language Bilingual Education Policy Implementation

• In Event: 75.042 - The Power of Teacher Beliefs in Shaping Policy and Practice

Abstract

This paper presents findings from qualitative survey and interview data investigating the top-down implementation process of dual language bilingual education (DLBE) programs in over 60 schools in a large urban school district in Texas. Building from a language ecology perspective and drawing on a language planning and policy (LPP) framework, the researcher thematically analyzed how teachers described their experience with DLBE implementation and articulated language ideologies, while exploring possible relationships among the two. Findings revealed high variation in both teacher evaluations of program implementation and language ideologies with no consistent connection between them. Salient themes and implications for top-down DLBE initiatives will be presented.

Author

• Kathryn I. Henderson, The University of Texas - San Antonio