Preparing to teach emergent bilinguals
Examining practices and shifting language ideologies of non-ESL preservice educators
DOI:
https://doi.org/10.1558/jmtp.17669Keywords:
Bilingual education, English as a second language education, language ideologies, preservice teacher educationAbstract
Our ethnographic action research case study addresses the unique concerns that arise when expanding bilingual education methods within teacher education for non-ESL preservice teachers concerning ideological and practice-based shifts in pedagogy. The conceptual framework connects language ideologies and pedagogical practices. The qualitative analyses of three key assignments document preservice teachers’ ideological leanings as tending toward heteroglossia, tending toward monoglossia, or ideologies in flux. Our findings illustrate the attempts by preservice teachers to engage in practices along continua of heteroglossic and monoglossic language ideologies and the importance of defining concrete practices that value bilingual community knowledge.
References
Bakhtin, M. (1981) The Dialogic Imagination. Edited by Michael Holquist. Translated by Caryl Emerson and Michael Holquist. Austin: University of Texas.
Bassey, M. (1999) Case Study Research in Educational Settings. Maidenhead, UK: Open University Press.
Blackledge, A. and Creese, A. (2019) Heteroglossia. In K. Tusting (ed.) The Routledge Handbook of Linguistic Ethnography 97–108. Abingdon and New York: Routledge. https://doi.org/10.4324/9781315675824-8
Busch, B. (2012) The linguistic repertoire revisited. Applied Linguistics 33.5: 503–23. https://doi.org/10.1093/applin/ams056
Canagarajah, S. and Liyanage, I. (2012) Lessons from pre-colonial multilingualism. In M. Martin-Jones, A. Blackledge and A. Creese (eds) The Routledge Handbook of Multilingualism. Abingdon and New York: Routledge.
Carr, W. and Kemmis, S. (2003) Becoming Critical: Education Knowledge and Action Research. Abingdon and New York: Routledge. https://doi.org/10.4324/9780203496626
Clandinin, D. J. and Connelly, S. M. (1994) Personal experience methods. In N.K. Denzin and Y. S. Lincoln (eds) Handbook of Qualitative Research 413–27. London: Sage.
Connolly, P. (1996) Doing what comes naturally? Standpoint epistemology, critical social research and the politics of identity. In E. Stina Lyon and J. Busfield (eds) Methodological Imaginations 185–99. London: Macmillan.
https://doi.org/10.1007/978-1-349-24547-5_11
Creese, A. and Blackledge, A. (2010) Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal 94.1: 103–15. https://doi.org/10.1111/j.1540-4781.2009.00986.x
Creswell, J. W. and Poth, C.N. (2017) Qualitative Inquiry and Research Design: Choosing among Five Approaches. Thousand Oaks, CA: Sage.
Cummins, J. (1986/2001) Empowering minority students: A framework for intervention. Harvard Educational Review 56.1: 18–37.
https://doi.org/10.17763/haer.56.1.b327234461607787
Cummins, J. (2008) Teaching for transfer: Challenging the two solitudes assumption in bilingual education. In Encyclopaedia of Language and Education 1528–38. Boston, MA: Springer. https://doi.org/10.1007/978-0-387-30424-3_116
Cummins, J., Bismilla, V., Cohen, S., Giampapa, F. and Leoni, L. (2005) Rethinking literacy instruction in multilingual classrooms. Orbit 36.1: 22–26.
de la Luz Reyes, M. (2012) Spontaneous biliteracy: Examining Latino students’ untapped potential. Theory into Practice 51.4: 248–55. https://doi.org/10.1080/00405841.2012.726052
de los Ríos, C.V. (2016) Writing from La Panza!: Exploring monologue literacies with emergent bilinguals. English Journal 105.5: 75.
de Oliveira, L. C., Obenchain, K. M., Kenney, R. H. and Oliveira, A. W. (2019) Language-content integration across school subjects: Approaches to teaching English language learners. In Teaching the Content Areas to English Language Learners in Secondary Schools 1–18. Cham: Springer. https://doi.org/10.1007/978-3-030-02245-7_1
de Oliveira, L. C. and Young, M. (2015) (eds) Preparing Teachers to Work with English Language Learners in Mainstream Classrooms. Charlotte, NC: Information Age Publishing and TESOL Press.
Fine, M., Weis, L., Weseen, S. and Wong, L. (2000) For whom? Qualitative research, representations and social responsibilities. In N.K. Denzin and Y.S. Lincoln (eds) Handbook of Qualitative Research 107–31. Thousand Oaks, CA: Sage.
Flores, N. and Schissel, J. L. (2014) Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards?based reform. Tesol Quarterly 48(3), 454–79. https://doi.org/10.1002/tesq.182
García, O. (2009) Bilingual Education in the 21st Century: A Global Perspective. Oxford: Wiley-Blackwell.
García, O., Johnson, S. I. and Seltzer, K. (2017) The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Philadelphia, PA: Caslon.
García, O. and Kleifgen, J. A. (2010) Educating Emergent Bilinguals: Policies, Programs, and Practices for English Language Learners. New York: Teachers College Press.
García, O. and Kleyn, T. (eds) (2016) Translanguaging with Multilingual Students: Learning from Classroom Moments. Abingdon and New York: Routledge. https://doi.org/10.4324/9781315695242
González, N., Moll, L. C. and Amanti, C. (eds) (2006) Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Abingdon and New York: Routledge. https://doi.org/10.4324/9781410613462
Guzula, X., McKinney, C. and Tyler, R. (2016) Languaging-for-learning: Legitimising translanguaging and enabling multimodal practices in third spaces. Southern African Linguistics and Applied Language Studies 34.3: 211–26.
https://doi.org/10.2989/16073614.2016.1250360
Heller, M. (2007) Bilingualism as ideology and practice. In Bilingualism: A Social Approach 1–22. London: Palgrave Macmillan. https://doi.org/10.1057/9780230596047_1
Helman, L., Bear, D. R., Templeton, S., Invernizzi, M. and Johnston, F. (2012) Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction. Boston, MA: Pearson.
Hornberger, N. H. and Link, H. (2012) Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism 15.3: 261–78. https://doi.org/10.1080/13670050.2012.658016
Joseph, M. and Ramani, E. (2012) ‘Glocalization’: Going beyond the dichotomy of global versus local through additive multilingualism. International Multilingual Research Journal 6.1: 22–34. https://doi.org/10.1080/19313152.2012.639246
Langman, J. (2014) Translanguaging, identity, and learning: Science teachers as engaged language planners. Language Policy 13.2: 183–200. https://doi.org/10.1007/s10993-013-9312-9
Lewis, G., Jones, B. and Baker, C. (2012) Translanguaging: Origins and development from school to street and beyond. Educational Research and Evaluation 18.7: 641–54. https://doi.org/10.1080/13803611.2012.718488
Li Wei (2018) Linguistic (super)diversity, post-multilingualism and translanguaging moments. In A. Creese and A. Blackledge (eds) The Routledge Handbook of Language and Superdiversity 16–29. New York: Routledge.
https://doi.org/10.4324/9781315696010-3
Lin, A. M. and Wu, Y. (2015) ‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom. International Journal of Bilingual Education and Bilingualism 18.3: 289–305.
https://doi.org/10.1080/13670050.2014.988113
Menken, K. and Solorza, C. (2014) No child left bilingual: Accountability and the elimination of bilingual education programs in New York City schools. Educational Policy 28.1: 96–125. https://doi.org/10.1177/0895904812468228
O’Reilly, K. (2012) Ethnographic Methods. Abingdon and New York: Routledge.
https://doi.org/10.4324/9780203864722
Palmer, D. K., Martínez, R. A., Mateus, S. G. and Henderson, K. (2014) Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal 98.3: 757–72.
https://doi.org/10.1111/modl.12121
Probyn, M. (2015) Pedagogical translanguaging: Bridging discourses in South African science classrooms. Language and Education 29.3: 218–34. https://doi.org/10.1080/09500782.2014.994525
Ruiz, R. (1984) Orientations in language planning. NABE Journal 8.2: 15–34. https://doi.org/10.1080/08855072.1984.10668464
Short, D. and Echevarria, J. (2004) Teacher skills to support English language learners. Educational Leadership 62.4: 8–13.
Stringer, E. T. (2008) Action Research in Education. Upper Saddle River, NJ: Pearson Prentice Hall.
Turner, M. (2017) Integrating content and language in institutionally monolingual settings: Teacher positioning and differentiation. Bilingual Research Journal 40.1: 70–80. https://doi.org/10.1080/15235882.2016.1276029
US Department of Education (2016) The state of racial diversity in the educator workforce. https://www2. ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity-workforce.pdf
Vaish, V. and Subhan, A. (2015) Translanguaging in a reading class. International Journal of Multilingualism 12.3: 338–57. https://doi.org/10.1080/14790718.2014.948447
Yin, R.K. (2011) Applications of Case Study Research. Thousand Oaks, CA: Sage.
