Two dual language preschool teachers’ critical consciousness of their roles as language policy makers

Bibliographic Data

ID12751985
AuthorsSultan Kilinc (0000-0002-1842-5600, Syracuse University, corresponding author), Sarah L Alvarado (0000-0002-4222-2993)
Year2021
Volume44
Issue4
Pages485-503
Publication date2021-10-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBilingual Research Journal (JOURNAL)
Journal identifiersISSN: 1523-5882 • E-ISSN: 1523-5890
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15235882.2022.2043487
OpenAlexW4212791129
LanguageEN
Citations received8
References cited38

This paper explores how two dual language preschool teachers demonstrated critical consciousness in their dual language education (DLE) classroom in Arizona. DLE has historically been grounded in equity for language minoritized students and promises to support students’ bilingualism, biliteracy, sociocultural competence, and academic achievement. However, inequities within DLE have been a social justice concern hindering DLE’s goals. Arguing the role of teachers’ critical consciousness in addressing inequities in DLE, we used Spolky’s language policy theory to understand teachers’ language policies in their classroom. In this ethnographic study, data was collected through interviews, participant observation, and recording classroom instruction. Utilizing the constant-comparative method, we identified two themes—critical reflection and action—exhibiting the teachers’ critical consciousness as language policymakers in their classrooms. The teachers reflected on the DLE’s value for students and the power hierarchies among English and Spanish and the speakers of those languages. Their actions were toward promoting bilingualism, challenging English hegemony, and creating an inclusive and social justice-oriented learning community. Our study contributes to preschool DLE literature by documenting the teachers’ challenges regarding how larger oppressive beliefs related to language and race influenced students’ language use and the teachers’ actions to dismantle such challenges

Bilingual education · Consciousness raising · Critical consciousness · Critical ethnography · Ethnography · Language policy · Multilingualism · Neuroscience of multilingualism · Pedagogy · Power structure · Sociocultural evolution · Sociology · Global Education and Multiculturalism · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

Tools

Open DOI