Hegemonic Language Ideologies and Positioning: A Narrative of Authored Linguistic Multilingual Identities

• In Event: Sheraton Roundtable Session Thirteen
  In Roundtable Session: Exploring Multilingual Language Practices, Identities, and Ideologies (Table 16)

Abstract

In this study, the researchers employed critical sociocultural and positioning theories to examine how a group of fourth grade multilingual learners (MLs) and an English as a second language (ESL) teacher discursively positioned one another and co-constructed linguistic identities in relation to hegemonic language ideologies. Data were generated during a six-month qualitative study of MLs interacting within a mid-size, suburban district in the U.S. Midwest. The researchers used a microethnographic approach to discourse analysis to examine video-recorded interactions between the participants and their ESL teacher. Findings demonstrate that the majority of participants enacted hegemonic language ideologies; however, the researchers also observed the performance of counter-hegemonic ideologies. These findings suggest a need for increased teacher/researcher reflexivity.

Authors

• Sarah Urbanc, Bradley University
  Presenting Author

• Carolyn Hunt, Illinois State University
  Presenting Author