Language policy toward equity: how bilingual teachers use policy mandates to their own ends

ABSTRACT

The article explores the intersection of equity goals and language ideologies within a dual language bilingual education (DLBE) language policy context. We present two DLBE teachers, Karina and Marisol, and explore their language ideologies and professional conviction towards equitable learning opportunities for their students. We investigate how each teacher constructed language policy in their classroom as influenced by their personal experiences, articulated language ideologies, and embodied language practices. Based on their beliefs and ideological perspectives, Karina dismantled the DLBE program, while Marisol strove to implement the program with fidelity. We demonstrate how two teachers with similar equity goals engaged in such distinct language policy implementation. Despite different approaches, each teacher ascribed to the idea that this program was not a fit for all students. Implications for bilingual education and teacher development are discussed.

KEYWORDS:

• Bilingual teachers
• dual language
• language policy and planning
• ideology

Acknowledgements

We would like to thank Karina and Marisol for allowing us into their classrooms and lives.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. The term ‘Hispanic’ is used by government agencies.

2. Chapter 89 in the Texas state language policy: schools select from the following four bilingual education programs: transitional bilingual/early exit, transitional bilingual/late exit, dual language immersion/two way, and dual language immersion/one-way

3. Pre-Kindergarten is not generally publicly funded in US schools, but Texas has a program to support public pre-Kindergarten for low socio-economic children and children who are designated ELLs.