Every Teacher, a Bilingual Teacher: ESL and Mainstream Teachers Adopt Bi/Multilingual Ideologies and Practices

Autor/inn/en	Stewart, Mandy; Babino, Alexandra; Munoz, Angeles; Lozada, Victor Antonio; Mojica, Zulma E.
Titel	Every Teacher, a Bilingual Teacher: ESL and Mainstream Teachers Adopt Bi/Multilingual Ideologies and Practices
Quelle	(2023), (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Students; Language Attitudes; Preschool Teachers; Elementary School Teachers; Middle School Teachers; Monolingualism; Ideology; Teacher Attitudes; Code Switching (Language); Translation; Bilingualism; Bilingual Education; Adoption (Ideas); English (Second Language); Language Teachers + Suchen Sie Ihr Suchwort? Sprachverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Ideologie; Lehrerverhalten; Bilingualismus; Bilingual teaching; Bilingualer Unterricht; Ideas; Ideenfindung; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht
Abstract	Many bi/multilingual students who speak low-incidence languages or at the secondary level have no access to bilingual education. This cross-case analysis draws from language ideologies, policymaking, and critical multilingual language awareness to understand how "non-bilingual" teachers can create multilingual classroom spaces. Findings from the five teachers (PreK-middle school) illustrate that language ideologies are instrumental in shaping classroom practices. The teachers showed emerging critical multilingual language awareness and began to view translanguaging as a mediator to critical thinking. As their ideologies shifted, so did their classroom practices. They created multilingual spaces through incorporating multilingual/multicultural texts, initiating family engagement, and positioning bi/multilingual students as language experts. This study illustrates innovative and equitable approaches to bilingual education for all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01