ABSTRACT Teachers’ language ideologies inform our assumptions about what counts as valued practices in schools. As teacher educators in an urban elementary education program, we aim to sustain youths’ linguistic and cultural diversity, in part by cultivating a critical language ideology with teachers that explicitly acknowledges the relationship between language, power, and race. Drawing from a series of semi-structured interviews with three pre-service teachers over two years, we examined their developing critical language ideologies. Although all three pre-service teachers were making moves towards a critical language ideology, they also navigated multiple tensions, with: (1) the push-pull of a standard language ideology; (2) consistently positioning languages as resources; and (3) expanding positionings of multilingual students’ reading abilities. In a process of reflexive self-study, we engaged with these tensions in order to critically reflect on and adapt our own curriculum and instruction. We conclude with suggestions for future research and invite dialogue among teacher educators, pre-service teachers, and practicing teachers about pedagogical challenges and promising approaches to fostering a critical language ideology.

中文翻译：

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在基础教师教育中培养批判性语言意识形态的张力和可能性

摘要教师的语言意识形态为我们关于什么才是学校中有价值的实践的假设提供了依据。作为城市基础教育计划中的教师教育者，我们的目标是维持青年的语言和文化多样性，部分方法是与教师一起培养一种批判性的语言意识形态，以明确承认语言，能力和种族之间的关系。两年来，对三名职前教师进行了一系列半结构化访谈，我们考察了他们不断发展的批判性语言意识形态。尽管所有三名职前教师都朝着重要的语言意识形态迈进，但他们也克服了多种紧张关系，包括：（1）推挽标准语言意识形态；（2）始终将语言定位为资源；（3）扩大多语言学生阅读能力的定位。在反思性自学过程中，我们应对了这些紧张关系，以便批判性地反思和适应我们自己的课程和教学。最后，我们提出了对未来研究的建议，并邀请教师教育者，职前教师和从业教师就教学挑战和发展关键语言意识形态的有前途的方法进行对话。