Who's Being 'Sheltered?': How Monolingual Language Ideologies Are Produced within Education Policy Discourse and Sheltered English Immersion

Autor/in	Chang-Bacon, Chris K.
Titel	Who's Being 'Sheltered?': How Monolingual Language Ideologies Are Produced within Education Policy Discourse and Sheltered English Immersion
Quelle	In: Critical Studies in Education, 63 (2022) 2, S.212-228 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang-Bacon, Chris K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2020.1720259
Schlagwörter	Monolingualism; Language Attitudes; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Immersion Programs; Policy Analysis; Educational Policy; Educational Benefits; Multilingualism; English Only Movement; Native Language; Teacher Education Programs; Critical Theory; Elementary Secondary Education; Language Planning; Educational Theories; Teacher Certification; Language Usage; State Policy; Massachusetts + Suchen Sie Ihr Suchwort? Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Immersionsprogramm; Politikfeldanalyse; Politics of education; Bildungspolitik; Bildungsertrag; Mehrsprachigkeit; Multilingualismus; Kritische Theorie; Sprachwechsel; Educational theory; Theory of education; Bildungstheorie; Sprachgebrauch; Master-Studiengang
Abstract	This paper critically examines the notion of 'sheltered' pedagogies for English language teaching in English-dominant contexts. I specifically explore how the increasingly popular Sheltered English Immersion (SEI) model has been interpreted in certain contexts to further monolingual language ideologies. Drawing on critical and poststructural approaches to policy analysis, I ask "who is being sheltered" through SEI -- interrogating the degree to which the model accommodates multilingual learners as compared to 'sheltering' monolingual pedagogies, teachers, students, and policies of the status quo. Ultimately, this framing destabilizes assumptions around "who benefits" from 'sheltered' approaches. I first introduce a theoretical framework to challenge claims of a widespread transcendence of monolingual language ideologies through theoretical advances such as the pluri/multilingual turn. Next, I analyze the socio-historical trajectory of SEI's use within U.S. English-only movements and the language ideologies produced therein. Finally, I provide a specific example of an SEI training mandate in the U.S. state of Massachusetts that demonstrates how monolingual language ideologies can be reinforced through teacher education, even in the absence of specific English-only policies. Beyond SEI classrooms, this analysis has implications for how language hierarchies are maintained across a broad range of educational settings and policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01