Self-Reflexive Inquiry Into Language Use and Beliefs
Toward More Expansive Language Ideologies
Bibliographic Data
| ID | 21203477 |
|---|---|
| Authors | Leslie C Banes (0000-0003-2352-3923, University of California, Davis, corresponding author), Danny C Martinez (0000-0002-3012-8318, University of California, Davis), Steven Z Athanases (0000-0002-1839-9000, University of California, Davis), Joanna W Wong (0000-0002-7435-3939, California State University, Monterey Bay) |
| Year | 2016 |
| Volume | 10 |
| Issue | 3 |
| Pages | 168-187 |
| Publication date | 2016-07-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Multilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1931-3152 • E-ISSN: 1931-3160 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/19313152.2016.1185906 |
| OpenAlex | W2345726782 |
| Language | EN |
| Citations received | 35 |
| References cited | 51 |
The pedagogical innovation of this study is self-reflexive inquiry into language, culture, and identity. This work was conducted in a course on Cultural Diversity and Education serving 76 culturally and linguistically diverse undergraduate students, many of whom planned to become teachers. Through analysis of a Personal Language Inventory and other assignments and surveys, we surface the range of beliefs these diverse students hold about language, prompted by reflective activities, including the impact of their experiences with linguicism and the tensions and variations they report on dominant language ideologies. We highlight potential openings for transformation and argue that a deep understanding of the often-unexposed language ideologies of potential teachers before and as they enter teacher preparation programs is a necessary first step toward developing coursework and experiences that will help guide them toward more expansive views of language. Such expansive views may impact future teachers’ practices and student learning opportunities, particularly important in classrooms of linguistically diverse learners
Expansive · Ideology · Language education · Linguistics · Pedagogy · Political science · Politics · Reflexivity · Social science · Sociology · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology
Crafting a pedagogical third space in a transnational teacher education project
Preservice teachers developing humanizing intercultural competence during field-based interactions
The dominant school language narrative
From English learner to Spanish learner
I Realized that I Was Doing Things Backwards ”
Content teachers’ beliefs and attitudes toward working with multilingual learners through integrative approaches
Language Analyses of Multicultural Text Discussions
Reflexive language attitudes and language practices among school-aged Chinese Australian immigrant bilinguals
Developing an Inner Witness to Notice for Equity in the Fleeting Moments of Talk for Content Learning
Complicating methods for understanding educators’ language ideologies
Translanguaging-informed beliefs and practices of Spanish-English middle school bilingual teachers upon completion of an online professional development
Monolingual Language Ideologies and the Massachusetts Sheltered English Immersion Endorsement Initiative
Perceptions of Teachers and Spanish-English Speaking Adolescents on Bilingualism and Heritage Language Maintenance
Language ideologies and access in a multilingual tutoring program
“En Español Esa Palabra No Tiene Ningún Sentido
Two Latina bilingual teacher candidates’ perceptions of language proficiency and language choice options
Reconceptualizing online discussion forums as a fabricated focus group
Content-area teacher candidates’ identity work in an online teacher education course
Navigating monolingual language ideologies
Developing as an agentive bilingual teacher
Disrupting Colonial Discourses
English-medium teachers as policymakers through critical translingual literacy instruction
Nuancing Teachers’ Uptake of Critical Language Pedagogies
Framing Educators’ Orientations to Standardized English via Language Ideological Justifications
Negotiating Language Ideologies in Adolescent Bilingual Peer Mentoring
Borderland Preservice Teachers’ Experiences with Reframing Bilingualism
Pedagogies of Resistance and Healing
Community-Engaged Pedagogy for Equitable HSI Teacher Preparation
Applying a Critical Language Lens
Critical and Dominant Language Learner Ideologies
Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners
Beyond Feel‐good Language‐as‐Resource Orientations
Patterns of sociolinguistic variation in teacher classroom speech
It's Not Really My Job
Exploring Linguistic Diversity From the Inside Out
Basics of qualitative research
Affirming diversity
A Companion to Linguistic Anthropology
Ethnography, Superdiversity and Linguistic Landscapes
Authority in Language
English Learners Left Behind
Teachers' Beliefs About English Language Learners in the Mainstream Classroom
Teacher Agency in Bilingual Spaces
A review of research on teacher beliefs and practices
Student Teaching’s Contribution to Preservice Teacher Development
Racial microaggressions in everyday life
The reflective practitioner
Language Ideologies
English with an Accent
Conflicting Ideologies of Mexican Immigrant English Across Levels of Schooling
The Discourse of Transition
Educator language ideologies and a top-down dual language program
'All These Like Little Name Things'
Language Ideology
Race, Class, & Gender
I Am My Language
Langage et pouvoir symbolique
Multiplicity and contention among ideologies
Disinviting Deficit Ideologies
Diverse Language Profiles
Disrupting Preconceptions
Sociocultural Contexts of Language and Literacy
Black students' school success
I'll speak in proper slang”
Uninvited Guests
Language Variation and Cultural Hegemony
Using thematic analysis in psychology
Orientations in Language Planning
Developing a Sociocritical Literacy in the Third Space
Codemeshing in Academic Writing
Identity and interaction
Language Ideologies and Policies
Growing up bilingual
Linguistic Anthropology of Education
| Unique citing works | 35 |
|---|---|
| Citations per year | 4.38 |
| Citation span | 2018 - 2025 (8) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 32 |