Preservice Teachers Learning to Design Linguistically Responsive Instruction: The Impact of Language Ideology

• In Event: Preservice and In-Service Teacher Education: Serving Multilingual Student Population

Abstract

Preparing linguistically responsive teachers for English learners (ELs) has become an important teacher education initiative. This multiple-case study investigates the role of language ideology in three preservice teachers’ learning to design linguistically responsive instruction. Analyses of lesson plans, stimulated recalls on lesson design, and interviews show that each teacher brought into lesson planning different conceptions of and criticality toward language. Their language ideologies ranged from neutral cultural conceptions of language, critical language awareness, to social justice-oriented language ideology. When merged with their disciplinary knowledge and perspectives, these ideologies led to their differing approaches to linguistically responsive instruction. This paper concludes with discussions of the implications of attending to language ideology for the research and practice of preparing teachers for ELs.

Author

• Kongji Qin, New York University
  Presenting Author