‘What language does grandma speak?’: an understanding of dual language teacher candidates’ language ideologies in elementary placements

ABSTRACT

This qualitative study explores the language ideologies of three elementary Spanish/English Dual Language teacher candidates (DLTCs) within the contexts of an elementary Teacher Education (ELTEP) program and their field placements in Dual Language Bilingual Education (DLBE) classrooms. Using language ideologies and Bourdieu’s conceptualization of symbolic power and linguistic capital, we examine how the DLTCs’ own language ideologies either aligned or conflicted with those in their school placements. In our findings, DLTCs’ language ideologies emerged as both an asset and a commodity that granted access to social and professional opportunities. Additionally, the hegemonic presence of English noticeably influenced DLBE classroom practices, where DLTCs’ agentivity created spaces of resistance that supported Spanish. Implications for focusing and disrupting DLTCs’ language ideologies in DLBE contexts are also discussed. These findings support establishing more explicitly for DLTCs and Teacher Education Programs (TEPs), a connection between DLTCs’ language development experiences, ideologies and practices that lead to the attainment of the equity goals of DLBE.

KEYWORDS:

• Language ideologies
• Dual Language
• Dual Language teacher candidates
• teacher education
• Spanish
• English
• teacher education program

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 50% English-dominant speakers; 50% Spanish-dominant speakers.

2 Elite monoglossic bilinguals refer to Mexican members who use their learned spoken and written English in the context of work, international government, or higher education.