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Structured English Immersion: An Analysis of a First-Year Teacher's Linguistic Ideologies and Language Practices
Sun, April 24, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), SIG Virtual Rooms, SIG-Second Language Research Virtual Paper Session RoomAbstract
In this study, I present findings from a larger ethnographic project on language policy as practiced and Latinx student identities. This paper presents a case study of one first-year teacher’s experience as a structured English immersion (SEI) instructor in an Arizona language policy context. Drawing from a sociocultural understanding of language, I present findings from a semester of ethnographic observations and interviews within the focal teacher’s classroom. The results and discussion highlight the linguistic ideologies, language practices, pedagogical challenges, and policy constraints of a first year elementary SEI teacher in Arizona.