ABSTRACT

Dual language bilingual education (DLBE) programs are critical sites for exploring language ideologies given the policy goals of student bilingualism, biliteracy, and biculturalism. Drawing on a larger study of language ideological inquiry, this article used predominantly interview data to explore the articulated language ideological stances of teachers implementing a district-wide DLBE program in central Texas. The article builds from the assimilationist/pluralist distinction and contributes to an understanding of how language ideologies interact and are articulated at the individual level and reflect these broader societal discourses in multiple and contradictory ways. To disrupt the binary of ideological orientations I drew on the concept of a continuum to present and make sense of the educators’ ideological stances. Analysis revealed language ideologies articulated across three dimensions: language status, variation, and participation. Implications for DLBE policy and implementation are discussed including the need for ideological consistency and reflection at the program level.

摘要

鉴于学生双语、双语和双文化的政策目标，双语双语教育 (DLBE) 计划是探索语言意识形态的重要场所。本文利用对语言意识形态调查的更大规模研究，主要使用访谈数据来探索在德克萨斯州中部实施全区 DLBE 计划的教师所表达的语言意识形态立场。本文建立在同化主义/多元主义的区别之上，有助于理解语言意识形态如何在个人层面相互作用和表达，并以多种和矛盾的方式反映这些更广泛的社会话语。为了打破意识形态取向的二元性，我利用连续统的概念来呈现和理解教育者的意识形态立场。分析揭示了跨越三个维度的语言意识形态：语言状态、变异和参与。讨论了对 DLBE 政策和实施的影响，包括在计划层面保持意识形态一致性和反思的必要性。