Language Ideologies of Arizona Preschool Teachers (Monolingual, Bilingual, and Spanish-Learning) in New Dual-Language Classrooms

• In Event: 32.083 - Roundtable Session 12
  In Roundtable Session: 32.083-5 - Early Childhood and Elementary Students Becoming Bilingual in Schools and Homes

Abstract

While policies at the state and national level shape language education, children’s on-the-ground experiences with those policies are mediated by people much closer to them, such as teachers. As dual-language education expands, particularly in states like Arizona where it has been restricted for two decades, it is therefore necessary not only to engage with language policy at a state level, but to explore teachers’ own classroom-level policy making, as well as factors that influence that policy making, such as teacher beliefs and ideologies. This study examines the ideologies held by 28 preschool teachers whose classrooms are in the process of transitioning to dual language (DL) programs. In particular, it explores beliefs about language, language-learning, bilingualism, and dual language education.

Authors

• Katie Bernstein, Arizona State University

• Kathleen Farrand, Arizona State University - Tempe

• Sultan Kilinc, Arizona State University

• Michael F. Kelley, Arizona State University - West

• Scott C. Marley, Arizona State University - Tempe

• Megan Troxel, Mary Lou Fulton Teachers College Arizona State University