Challenging English Hegemony in a Preschool Dual-Language Classroom: "I Don't Like to Speak Spanish"

• In Event: Parent Language Perceptions and Ideologies in Bilingual/Dual-Language Contexts

Abstract

This paper explores two preschool teachers’ experiences and practices in implementing Spanish/English dual language education (DLE) for culturally, linguistically, and ability diverse students in a restrictive language policy state, Arizona. Given the unjust material and psychological consequences (e.g., language loss) of restrictive language policies, access to DLE is a social justice concern that could be addressed through critical consciousness (Palmer et al. 2019). Utilizing Spolky’s (2004) language policy theory and ethnographic methods, we interviewed teachers and conducted participant observations to investigate their language ideologies and practices. We found two emergent themes—critical reflection and action—reflecting the teachers’ critical consciousness as language policymakers who interrogated power and English hegemony, which influenced some children’s Spanish language ideologies and use.

Authors

• Sultan Kilinc, Syracuse University

• Sarah Lopez Alvarado, Arizona State University