TY - JOUR
T1 - Unpacking Ideologies of Linguistic Purism
T2 - How Dual Language Teachers Make Sense of Everyday Translanguaging
AU - Martínez, Ramón Antonio
AU - Hikida, Michiko
AU - Durán, Leah
N1 - Publisher Copyright:
© , Copyright © Taylor & Francis Group, LLC.
PY - 2015/1/2
Y1 - 2015/1/2
N2 - This article draws on qualitative data from two Spanish-English dual language elementary classrooms to explore how teachers in these classrooms made sense of the everyday practice of bilingualism. Methodologically, this study relied on participant observation, video recording, and semi-structured interviews. Conceptually, this article draws on the notion of translanguaging to describe how these teachers and their students moved fluidly across multiple languages and dialects in their everyday interactions. Drawing on language ideological inquiry, this article illustrates that these teachers’ perspectives on translanguaging sometimes echoed ideologies of linguistic purism that emphasize language separation, while also reflecting counterhegemonic ideologies that privilege Spanish and promote bilingualism. Teachers’ everyday language use and instructional practices both reflected and contrasted with their stated ideologies. It is argued that a more nuanced understanding of teachers’ complex language ideologies can inform efforts to help them embrace translanguaging pedagogies that recognize and build on students’ everyday bilingualism.
AB - This article draws on qualitative data from two Spanish-English dual language elementary classrooms to explore how teachers in these classrooms made sense of the everyday practice of bilingualism. Methodologically, this study relied on participant observation, video recording, and semi-structured interviews. Conceptually, this article draws on the notion of translanguaging to describe how these teachers and their students moved fluidly across multiple languages and dialects in their everyday interactions. Drawing on language ideological inquiry, this article illustrates that these teachers’ perspectives on translanguaging sometimes echoed ideologies of linguistic purism that emphasize language separation, while also reflecting counterhegemonic ideologies that privilege Spanish and promote bilingualism. Teachers’ everyday language use and instructional practices both reflected and contrasted with their stated ideologies. It is argued that a more nuanced understanding of teachers’ complex language ideologies can inform efforts to help them embrace translanguaging pedagogies that recognize and build on students’ everyday bilingualism.
KW - bilingual education
KW - bilingualism
KW - code-switching
KW - dual language
KW - language ideologies
KW - translanguaging
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U2 - 10.1080/19313152.2014.977712
DO - 10.1080/19313152.2014.977712
M3 - Article
AN - SCOPUS:84924546112
VL - 9
SP - 26
EP - 42
JO - International Multilingual Research Journal
JF - International Multilingual Research Journal
SN - 1931-3152
IS - 1
ER -