Language policy toward equity: how bilingual teachers use policy mandates to their own ends

Authors

• Christian E. Zúñiga, The University of Texas Rio Grande ValleyFollow
• Kathryn I. Henderson, University of Texas at San Antonio
• Deborah K. Palmer

Document Type

Article

Publication Date

2018

Abstract

The article explores the intersection of equity goals and language ideologies within a dual language bilingual education (DLBE) language policy context. We present two DLBE teachers, Karina and Marisol, and explore their language ideologies and professional conviction towards equitable learning opportunities for their students. We investigate how each teacher constructed language policy in their classroom as influenced by their personal experiences, articulated language ideologies, and embodied language practices. Based on their beliefs and ideological perspectives, Karina dismantled the DLBE program, while Marisol strove to implement the program with fidelity. We demonstrate how two teachers with similar equity goals engaged in such distinct language policy implementation. Despite different approaches, each teacher ascribed to the idea that this program was not a fit for all students. Implications for bilingual education and teacher development are discussed.

Comments

© 2017 Informa UK Limited, trading as Taylor & Francis Group.

https://www.tandfonline.com/share/7WWVAGMB9AYJ455RNHIJ?target=10.1080/09500782.2017.1349792

Recommended Citation

Zuniga, C. E., Henderson, K. I., & Palmer, D. K. (2018). Language policy toward equity: How bilingual teachers use policy mandates to their own ends. Language and Education, 32(1), 60-76. https://doi.org/10.1080/09500782.2017.1349792

Publication Title

Language and Education

DOI

10.1080/09500782.2017.1349792