Multilingual Teachers as Agents of Change: A Critical Examination of Linguistic Ideologies and Leadership in Schools

• In Event: Teachers as Learners, Leaders, and Language Advocates

Abstract

This study examines how multilingual learner (ML) specialists navigate and challenge dominant language ideologies in U.S. schools. Using Critical Discourse Analysis and Critical Multimodal Analysis, we examine how language ideologies manifest in talk and professional development design for two ML specialists. Findings reveal incongruences in personal narratives and PD design amplifying the challenges of resisting dominant discourses. Findings elevate the importance of teacher-led PD in advocating for equitable language policies and transforming educational discourses.

Authors

• Erica Holyoke, University of Colorado Denver

• Heather Dunham, Clemson University

• Katie Crook, Clemson University