Educators' Orientations to Standardized English: Framing Pedagogical Strategies via Language Ideologies

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Fostering Equitable Language Learning

Abstract

We examine educators’ orientations to the teaching of “Standardized” English (SE), an idealized register often associated with academic and professional contexts. According to standard language ideologies (Milroy, 2006), SE is often oriented as “correct” and necessary in education (Hudley & Mallinson, 2011). To these ends, we analyze discussion posts from 61 educators enrolled in online master’s level sociolinguistics courses in which they describe how they would define SE for students. Through qualitative collaborative coding we interpret six orientations to SE, corresponding ideological stances, and associated classroom strategies. Implications include highlighting teaching and learning processes that foster equity and disrupt systemic inequality as well as those that unintentionally work to perpetuate hegemonic and oppressive classroom practices surrounding language.

Authors

• Kate T. Anderson, Arizona State University

• Jieyu Jiang, Arizona State University