'You Can Be Fluent in English but Empty-Headed' Language Ideologies Underlying Namibian Primary School Teachers' Beliefs

Autor/in	Norro, Soili
Titel	'You Can Be Fluent in English but Empty-Headed' Language Ideologies Underlying Namibian Primary School Teachers' Beliefs
Quelle	In: Language and Education, 37 (2023) 6, S.750-771 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Norro, Soili)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2022.2160645
Schlagwörter	Language Fluency; English (Second Language); Teacher Attitudes; Foreign Countries; Elementary School Teachers; Ideology; Decolonization; Educational Policy; Second Language Learning; Namibia + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ideologie; Dekolonisation; Entkolonialisierung; Politics of education; Bildungspolitik; Zweitsprachenerwerb
Abstract	Societal language ideologies affect language education policy implementation through teachers' beliefs, which in turn influence their pedagogical decisions and practices. Understanding the relationship between language ideologies and teachers' beliefs is crucial in multilingual contexts in postcolonial countries such as Namibia. This study explores Namibian mainstream teachers' beliefs about language policy and its implications for teaching and learning through a questionnaire, individual interviews and focus group discussions. The results show that both monolingual ideologies that stress the importance of English, and decolonising ideologies that advocate for the use of indigenous languages, affect teachers' beliefs. Deconstructing the hegemonic ideologies and giving teachers opportunities to reconsider their beliefs would contribute to achieving a more flexible multilingual approach in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01