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International Multilingual Research Journal Volume 5, 2011 - Issue 2
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Articles

The Discourse of Transition: Teachers' Language Ideologies Within Transitional Bilingual Education Programs

Deborah Palmer Department of Curriculum and Instruction, University of Texas, AustinCorrespondence[email protected]
Pages 103-122 | Published online: 09 Aug 2011

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Nadja Thoma. (2022) Biographical perspectives on language ideologies in teacher education. Language and Education 36:5, pages 419-436.
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Jihea Maddamsetti. (2022) Analyzing Elementary Teachers’ Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, Emotional, and Social Perspectives. Journal of Language, Identity & Education 21:4, pages 231-247.
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A. Garza Ayala. (2022) At the intersection of culture, bilingualism, and mathematics: breaking language norms in a seventh-grade dual-language classroom for biliteracy development. International Journal of Bilingual Education and Bilingualism 25:6, pages 2109-2123.
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Stephanie M. Moody, Sharon D. Matthews & Zohreh R. Eslami. (2022) Translanguaging During Shared Read Alouds: A Case Study. Literacy Research and Instruction 61:2, pages 113-136.
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Kathryn Henderson. (2022) Language Ideological Multiplicity and Tension within Dual Language Bilingual Education Teachers. Journal of Language, Identity & Education 21:2, pages 116-132.
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Katie A. Bernstein, Sultan Kilinc, Megan Troxel Deeg, Scott C. Marley, Kathleen M. Farrand & Michael F. Kelley. (2021) Language ideologies of Arizona preschool teachers implementing dual language teaching for the first time: pro-multilingual beliefs, practical concerns. International Journal of Bilingual Education and Bilingualism 24:4, pages 457-480.
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Shim Lew. (2020) Multilingualism and multiculturalism in an International Baccalaureate Diploma Programme with particular emphasis on supporting linguistic minority students. Journal of Multilingual and Multicultural Development 41:6, pages 488-502.
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Lidia Herrera-Rocha & María Teresa (Mayte) de la Piedra. (2019) Ideologies of language among ELLs on the US-Mexico border: the case of a transitional bilingual programme. Journal of Multilingual and Multicultural Development 40:8, pages 665-678.
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Idalia Nuñez & Katherine Espinoza. (2019) Bilingual pre-service teachers’ initial experiences: Language ideologies in practice. Journal of Latinos and Education 18:3, pages 228-242.
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Kathryn I. Henderson & Deborah K. Palmer. (2019) “I wonder why they don’t do the two-way”: Disrupting the one-way/two-way dichotomy, re-envisioning the possibilities of dual language bilingual education. NABE Journal of Research and Practice 9:1, pages 47-59.
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Liv Thorstensson Dávila. (2018) The pivotal and peripheral roles of bilingual classroom assistants at a Swedish elementary school. International Journal of Bilingual Education and Bilingualism 21:8, pages 956-967.
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Charles L. Mifsud & Lara Ann Vella. (2018) Teacher agency and language mediation in two Maltese preschool bilingual classrooms. Language, Culture and Curriculum 31:3, pages 272-288.
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Deborah K. Palmer. (2018) Supporting Bilingual Teachers To Be Leaders for Social Change: “I must create advocates for biliteracy.”. International Multilingual Research Journal 12:3, pages 203-216.
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Manka M. Varghese & Rachel Snyder. (2018) Critically Examining the Agency and Professional Identity Development of Novice Dual Language Teachers Through Figured Worlds. International Multilingual Research Journal 12:3, pages 145-159.
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Alexandra Babino & Mary Amanda Stewart. (2018) Remodeling dual language programs: Teachers enact agency as critically conscious language policy makers. Bilingual Research Journal 41:3, pages 272-297.
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Theresa Catalano, Jenelle R. Reeves & Stephanie Wessels. (2018) “The Soccer Field, It Has Dirt”: A Critical Analysis of Teacher Learners in Contact With Emergent Multilingual Students. Critical Inquiry in Language Studies 15:1, pages 1-20.
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Christian E. Zuniga, Kathryn I. Henderson & Deborah K. Palmer. (2018) Language policy toward equity: how bilingual teachers use policy mandates to their own ends. Language and Education 32:1, pages 60-76.
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Luz A. Murillo. (2017) Aquí No Hay Pobrecitos: Decolonizing Bilingual Teacher Education in The U.S.-Mexico Borderlands. Diaspora, Indigenous, and Minority Education 11:4, pages 163-176.
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Shannon Fitzsimmons-Doolan, Deborah Palmer & Kathryn Henderson. (2017) Educator language ideologies and a top-down dual language program. International Journal of Bilingual Education and Bilingualism 20:6, pages 704-721.
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Michael D. Guerrero & Maria Consuelo Guerrero. (2017) Competing discourses of academic Spanish in the Texas-Mexico borderlands. Bilingual Research Journal 40:1, pages 5-19.
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Leslie C. Banes, Danny C. Martínez, Steven Z. Athanases & Joanna W. Wong. (2016) Self-Reflexive Inquiry Into Language Use and Beliefs: Toward More Expansive Language Ideologies. International Multilingual Research Journal 10:3, pages 168-187.
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Mila Schwartz, Poh Wee Koh, Becky Xi Chen, Mark Sinke & Esther Geva. (2016) Through the lens of teachers in two bilingual programmes: a look at early bilingual education. Language, Culture and Curriculum 29:2, pages 141-168.
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Christina Passos DeNicolo. (2016) “School within a school”: Examining implementation barriers in a Spanish/English transitional bilingual education program. Bilingual Research Journal 39:2, pages 91-106.
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Katherine Espinoza & Idalia Nuñez. (2016) English Language Teachers on the Discursive Faultlines: Identities, Ideologies and Pedagogies, by Menard-Warwick, J.. Journal of Language, Identity & Education 15:2, pages 134-136.
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Kip Austin Hinton. (2016) Call It What It Is: Monolingual Education in U.S. Schools. Critical Inquiry in Language Studies 13:1, pages 20-45.
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Kathryn I. Henderson & Deborah K. Palmer. (2015) Teacher and Student Language Practices and Ideologies in a Third-Grade Two-Way Dual Language Program Implementation. International Multilingual Research Journal 9:2, pages 75-92.
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Patrick H. Smith & Luz A. Murillo. (2015) Theorizing Translanguaging and Multilingual Literacies Through Human Capital Theory. International Multilingual Research Journal 9:1, pages 59-73.
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Steven Z. Athanases, Leslie C. Banes & Joanna W. Wong. (2015) Diverse Language Profiles: Leveraging Resources of Potential Bilingual Teachers of Color. Bilingual Research Journal 38:1, pages 65-87.
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Elaine Allard, Katherine Mortimer, Sarah Gallo, Holly Link & Stanton Wortham. (2014) Immigrant Spanish as Liability or Asset? Generational Diversity in Language Ideologies at School. Journal of Language, Identity & Education 13:5, pages 335-353.
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Rebecca S. Borden. (2014) The English Only Movement: Revisiting Cultural Hegemony. Multicultural Perspectives 16:4, pages 229-233.
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Jo Worthy, Leah Durán, Michiko Hikida, Alina Pruitt & Katie Peterson. (2013) Spaces for Dynamic Bilingualism in Read-Aloud Discussions: Developing and Strengthening Bilingual and Academic Skills. Bilingual Research Journal 36:3, pages 311-328.
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