Date of Award
Doctor of Education (EdD)
Curriculum & Instruction
Dr. Sandra Musanti
Dr. Michael Guerrero
Dr. Karin Lewis
Emergent bilinguals that make up 19.5% of the student population in Texas (Texas Education Agency, 2019) are often placed in courses that instruct restrictive and formulaic ways as determined by their writing (Harklau, 2011). These restrictions can further limit opportunities for development of positive literate identities for bilingual writers. Research has demonstrated that language ideologies play a significant role in instruction particularly in linguistically diverse classrooms (Weaver, 2019).
This explorative study investigates the language ideologies of secondary writing teachers and the influence they play on instruction as teachers respond to linguistic diversity. The participants in this study are teachers with emergent bilingual and bilingual writers in three kinds of classrooms, English as a Second Language (ESL), English Language Arts and Reading (ELAR), and Dual Language Immersion (DLI). The findings of this study indicate that the teachers operate most frequently between monolingual and multilingual ideological orientations in all three classrooms. Their ideological orientations are most influenced by purpose and function for writing. Purpose is why students are writing and function is where they are in the writing process or in their language proficiency. There are also contradictions present when teachers are faced with instructional decisions around mandated curriculum and standardized assessments. This is particularly true for the ESL and ELAR teachers. The findings indicate that teachers operate most frequently from an appropriateness-based stance as bilingual linguistic resources are deemed more or less important depending on the kind of writing students are doing.
Fernandez, Cody, "An Exploration of Teacher Language Ideologies around Linguistic Diversity in Adolescent Writing" (2021). Theses and Dissertations. 862.