Understanding and Addressing Language Ideologies in Bilingual Teacher Education Programs

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  In Poster Session: Innovating Curricular Designs for Bilingual Teacher Education in the US: Programs, Policies and Partnerships

Abstract

Summary: This chapter examines the significant influence of language ideologies on bilingual teacher education programs. Language ideologies, defined by Kroskrity (2004) as beliefs about language usage in society, shape various aspects of bilingual education. Bilingual educators navigate these societal ideologies while connecting them to their identities (Flores & Rosa, 2015; Melo-Pfeiffer & Tavares, 2024). This navigation can be complex due to competing ideologies, such as English dominance versus pluralist perspectives. Recognizing and addressing these ideologies is crucial for training diverse bilingual educators and creating effective programs that leverage the linguistic and cultural strengths of Emergent Bilingual (EB) students.
Various definitions of language ideologies arise from distinct scholarly traditions. A notable definition from linguistic anthropology by Silverstein (1979) describes language ideologies as “any sets of beliefs about language articulated by users as a rationalization or justification of perceived language structure and use” (p. 193), highlighting the intentional beliefs expressed by speakers. However, it is essential to recognize that speakers may not always consciously adopt these ideologies, as they intersect with power dynamics and social interests (Gal, 1989; Irvine, 1989; Moll, 2014). Kroskrity (2004) emphasizes that these ideologies consist of “beliefs, or feelings, about languages as used in their social worlds,” underscoring their significance in how bilingual teachers and candidates communicate and practice their craft.

Research shows that language ideologies impact education policies (like English-only vs. bilingual policies) and practices (such as teaching in English vs. multiple languages), significantly affecting bilingual education and teacher preparation (Fallas-Escobar & Treviño, 2021; Henderson et al., 2023). A key aspect of engaging with language ideologies is the development of ideological clarity (Alfaro, 2006), which involves reflecting on personal beliefs and their implications for education. Achieving this clarity allows bilingual educators to maneuver through the intricate landscape of institutional and individual ideologies. Bilingual teachers often confront societal ideologies that favor monoglossic or assimilationist views, which can hinder efforts to enhance students' linguistic repertoires (García, 2009). Therefore, fostering ideological clarity among bilingual teacher candidates is essential.

The chapter provides foundational insights into language ideologies, including a detailed table outlining key ideologies found in bilingual teacher preparation literature. It explores how these ideologies manifest at institutional, programmatic, and individual levels. Strategies for bilingual teacher educators are discussed, emphasizing how to engage with language ideologies in preparation programs. Recommendations challenge dominant monoglossic and assimilationist views while advocating for heteroglossic and pluralist perspectives on language and bilingualism. Engaging in these discussions is imperative for developing bilingual teacher programs that effectively serve linguistically diverse students.

Our chapter highlights how understanding language ideologies is crucial for shaping bilingual teacher education programs. By recognizing how these ideologies operate at various levels, educators can better address the complexities of language use in educational contexts. Fostering ideological clarity among bilingual teacher candidates is vital for creating equitable programs that effectively support diverse linguistic backgrounds. Through intentional reflection, diverse representation, and community engagement, teacher educators can challenge dominant ideologies and promote practices that validate the linguistic and cultural strengths of EB students, advancing equity and inclusivity in bilingual education.

Authors

• Gilberto P. Lara, University of Texas - San Antonio

• Kathryn I. Henderson, University of Texas - San Antonio

• Kristen Lindahl, University of Texas - San Antonio