Non-Plus Ultra Ideologies in Multilingual Teacher Education Research: Towards Real Inclusion

Authors

David Martinez-Prieto, The University of Texas Rio Grande ValleyFollow
Xiaodi Zhou, The University of Texas Rio Grande ValleyFollow

Document Type

Article

Publication Date

12-25-2024

Abstract

In this duo autoethnography, we reflect on the ideologies prevailing in the United States regarding the use of English as the de facto academic language. In a parallel manner, we analyze the ideologies embedded in the rejection of academic variations in other languages (i.e., Spanish and Mandarin). We collected data from 2016 to 2023 in physical and digital spaces while interacting with U.S. academia. To analyze our experiences, we used a framework that combined critical literacies and language ideologies. We found the rejection of non-English academic domains related to structural and epistemological ideologies present in some U.S. institutions and among scholars. We argue that the intersection of imperial and linguistic ideologies, which simultaneously place U.S. epistemologies as superior, resembles larger structural patterns of ideologies that imply that there is no more beyond the United States and western borders—or, in other words, non-plus ultra ideologies.

Comments

Creative Commons (CC) Attribution 4.0 International Public

Recommended Citation

Martinez-Prieto, D., & Zhou, X. (2024). Non-Plus Ultra Ideologies in Multilingual Teacher Education Research: Towards Real Inclusion. Journal of Education for Multilingualism, 1(2), 258–281. https://scholarworks.utrgv.edu/bls_fac/156

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

First Page

258

Last Page

281

Publication Title

Journal of Education for Multilingualism