Teacher and Student Language Practices and Ideologies in a Third-Grade Two-Way Dual Language Program Implementation

REFERENCES

• Cloud, N., Genesee, F., & Hamayan, E. (2000). Dual language instruction: A handbook for enriched education. Boston, MA: Heinle & Heinle.
   Google Scholar
• Collier, V. P., & Thomas, W. P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2, 1–20.
   Google Scholar
• Cummins, J. (2008). Teaching for transfer: Challenging the two solitudes assumption in bilingual education. In J. Cummins & N. H. Hornberger (Eds.), Encyclopedia of language and education (pp. 65–75). New York, NY: Springer.
   Google Scholar
• Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographic fieldnotes. Chicago, IL: University of Chicago Press.
   Google Scholar
• Erickson, F. (2004). Talk and social theory: Ecologies of speaking and listening in everyday life. Cambridge, UK: Polity Press.
   Google Scholar
• Fitts, S. (2006). Reconstructing the status quo: Linguistic interaction in a dual-language school. Bilingual Research Journal, 30, 337–365. doi:10.1080/15235882.2006.10162880
   Google Scholar
• Freeman, R. (2004). Building on community bilingualism. Philadelphia, PA: Caslon Publishing.
   Google Scholar
• Gal, S. (1995). Language and the arts of resistance. Cultural Anthropology, 10(3), 407–424. doi:10.1525/can.1995.10.3.02a00060
   Web of Science ®Google Scholar
• García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley/Blackwell.
   Google Scholar
• García, O., & Menken, K. (Eds.). (2010). Negotiating language policies in schools: Educators as policymakers. New York, NY: Routledge.
   Google Scholar
• García, O., & Torres-Guevara, R. (2010). Monoglossic ideologies and language policies in the education of U.S. Latinas/os. In E. G. Murillo, Jr., S. A. Villenas, R. T. Galván, J. S. Muñoz, C. Martínez, & M. Machado-Casas (Eds.), Handbook of Latinos and education: Theory, research, and practice (pp. 182–193). New York, NY: Routledge.
   Google Scholar
• Genesee, F. (2001). Bilingual first language acquisition: Exploring the limits of the language faculty. Annual Review of Applied Linguistics, 21, 153–168. doi:10.1017/S0267190501000095
   Google Scholar
• Gómez, L., Freeman, D., & Freeman, Y. (2005). Dual language education: A promising 50-50 model. Bilingual Research Journal, 29(1), 145–164. doi:10.1080/15235882.2005.10162828
   Google Scholar
• Gómez, L., & Gómez, R. (1999). Dual Language Training Institute. Retrieved from http://dlti.us/3.html
   Google Scholar
• Gutiérrez, K. D., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6, 286–303. doi:10.1080/10749039909524733
   Google Scholar
• Hill, J. (1998). “Today there is no respect”: Nostalgia, “respect,” and oppositional discourse in Mexicano (Nahuatl) language ideology. In B. Schieffelin, K. A. Woolard, & P. V. Kroskrity (Eds.), Language ideologies: Practice and theory (pp. 68–86). New York, NY: Oxford University Press.
   Google Scholar
• Hornberger, N. H. (2003). Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings. Clevedon, UK: Multilingual Matters.
   Google Scholar
• Howard, E., & Sugarman, J. (2007). Realizing the vision of two-way immersion: Fostering effective programs and classrooms. Washington, DC: Center for Applied Linguistics.
   Google Scholar
• Jorgensen, J. N., Karrebaek, M. S., Madsen, L. M., & Moller, J. S. (2011). Polylanguaging in superdiversity. Diversities, 13(2), 23–37.
   Google Scholar
• Kress, G. (2001). From Saussure to critical sociolinguistics: The turn towards a social view of language. In M. Wetherell, S. Taylor, & S. J. Yates (Eds.), Discourse theory and practice: A reader (pp. 29–38). London, UK: Sage.
   Google Scholar
• Kroskrity, P. V. (2004). Language ideologies. In A. Duranti (Ed.), A companion to linguistic anthropology (pp. 496–517). Malden, MA: Blackwell.
   Google Scholar
• Kroskrity, P. V. (2010). Language ideologies: Evolving perspectives. In J.-O. Östman, J. Verschueren, & J. Jaspers (Eds.), Handbook of pragmatics highlights: Society and language use (pp. 192–211). Herndon, VA: John Benjamins.
   Google Scholar
• Lindholm-Leary, K. (2001). Dual language education. Clevedon, UK: Multilingual Matters.
   Google Scholar
• Marian, V., Shook, A., & Schroeder, S. R. (2013). Bilingual two-ay immersion programs benefit academic achievement. Bilingual Research Journal, 36(2), 167–186. doi:10.1080/15235882.2013.818075
   Google Scholar
• Martínez, R. A. (2010). Spanglish as literacy tool: Toward an understanding of the potential role of Spanish-English code-switching in the development of academic literacy. Research in the Teaching of English, 45(2), 124–149.
   Web of Science ®Google Scholar
• Martínez, R. A. (2013). Reading the world in Spanglish: Hybrid language practices and ideological contestation in a sixth-grade English language arts classroom. Linguistics and Education, 24(3), 276–288.
   Web of Science ®Google Scholar
• Martínez, R. A. (2014). “Do they even know that they do it?”: Exploring awareness of Spanish-English code-switching in a sixth-grade English language arts classroom. Bilingual Research Journal, 37(2), 195–210. doi:10.1080/15235882.2014.934972
   Google Scholar
• Maybin, J. (2001). Language, struggle and voice: The Bakhtin/Volosinov writings. In M. Wetherell, S. Taylor, & S. J. Yates (Eds.), Discourse theory and practice: A reader (pp. 64–71). London, UK: Sage.
   Google Scholar
• McGroarty, M. (2008). The political matrix of linguistic ideologies. In B. Spolsky, & F. Hult (Eds.), Handbook of educational linguistics (pp. 98–112). Malden, MA: Blackwell.
   Google Scholar
• Meisel, J. M. (2007). The weaker language in early child bilingualism: Acquiring a first language as a second language? Applied Psycholinguistics, 28(3), 495–514. doi:10.1017/S0142716407070270
   Web of Science ®Google Scholar
• Menken, K. (2008). English language learners left behind: Standardized testing as language policy. Clevedon, UK: Multilingual Matters.
   Google Scholar
• Mertens, D. M. (2009). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. London, UK: Sage.
   Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Olson, K. (2009). Systemic reform and superficial compliance: Teacher loyalty to lived experience. International Multilingual Research Journal, 3, 72–89. doi:10.1080/19313150903073596
   Google Scholar
• Palmer, D. (2008). Diversity up close: Building alternative discourses in the dual immersion classroom. In T. Fortune & D. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 97–116). Clevedon, UK: Multilingual Matters.
   Google Scholar
• Palmer, D. (2011). The discourse of transition: Teachers’ language ideologies within transitional bilingual education programs. International Multilingual Research Journal, 5, 103–122.
   Google Scholar
• Palmer, D., & Henderson, K. (2014). Dual language bilingual education placement practices and educator discourses on emerging bilingual students. Paper presented at the annual conference of the American Association of Applied Linguistics, Portland, OR.
   Google Scholar
• Palmer, D., Henderson, K., Wall, D., Zuñiga C., & Berthelsen, S. (in press). Team teaching among mixed messages: Implementing two-way dual language bilingual education at third grade in Texas. Language Policy.
   Google Scholar
• Palmer, D. K., Martínez, R. A., Mateus, S. G., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 98(3), 757–772.
   Web of Science ®Google Scholar
• Palmer, D., Zuñiga, C., & Henderson, K. (in press). A dual language revolution in the United States? On the bumpy road from compensatory to enrichment education for bilingual children in Texas. In W. E. Wright, S. Boun, & O. García. (Eds.), The Handbook of Bilingual and Multilingual Education.
   Google Scholar
• Philips, S. U. (2011). How Tongans make sense of the (non‐)use of lexical honorifics. Journal of Linguistic Anthropology, 21(2), 247–260. doi:10.1111/j.1548-1395.2011.01109.x
   Web of Science ®Google Scholar
• Potowski, K. (2004). Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. The Modern Language Journal, 88(1), 75–101. doi:10.1111/j.0026-7902.2004.00219.x
   Web of Science ®Google Scholar
• Reyes, M. (2001). Unleashing possibilities: Biliteracy in the primary grades. In M. Reyes & J. Halcon (Eds.), The best for our children (pp. 96–121). New York, NY: Teachers College Press.
   Google Scholar
• Ricento, T. K., & Hornberger, N. H. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401–427. doi:10.2307/3587691
   Web of Science ®Google Scholar
• Schiffrin, D. (1994). Approaches to discourse. Malden, MA: Blackwell.
   Google Scholar
• Varghese, M. M. (2008). Using cultural models to unravel how bilingual teachers enact language policies. Language and Education, 22(5), 289–306. doi:10.1080/09500780802152671
   Web of Science ®Google Scholar
• Zentella, A. C. (1997). Growing up bilingual: Puerto Rican children in New York. Malden, MA: Blackwell.
   Google Scholar