Becoming language policymakers in science and education. (2021)
Type of ContentConference Contributions - Published
The present study considers how novice teachers become language policymakers in linguistically hegemonic schooling contexts. We used critical discourse analysis (Fairclough, 2010) for transcribed interviews and classroom observation data from preservice teachers, purposively sampled from three different university-based science teacher education programs in Arizona and California. At the time of our study, these states shared common hegemonic English-only instructional policies (California’s Proposition 227, Arizona’s Proposition 203), with Arizona most robustly enforcing its restrictive language policies. However, the Englishonly policies of both states racially marginalized Latinx students and created often insurmountable barriers to English learners’ abilities to enroll in the advanced science coursework required for high school graduation and/or university admissions (Gamoran, 2017; Tolbert, 2018). Our analysis reveals paradoxes in how both teacher ideologies and institutional policies converge to systematically marginalize emergent bilingual students in science and schools. We focus our analysis on what this means for preservice teachers as they become language policymakers in linguistically diverse settings.
CitationSpurgin C, Combs MC, Tolbert S (2021). Becoming language policymakers in science and education.. online: American Educational Research Association (AERA) Annual Meeting. 08/04/2021-12/05/2021. Available online for members at AERA.net.
This citation is automatically generated and may be unreliable. Use as a guide only.
ANZSRC Fields of Research47 - Language, communication and culture::4704 - Linguistics::470401 - Applied linguistics and educational linguistics
47 - Language, communication and culture::4704 - Linguistics::470405 - Discourse and pragmatics
47 - Language, communication and culture::4704 - Linguistics::470411 - Sociolinguistics
39 - Education::3903 - Education systems::390307 - Teacher education and professional development of educators
39 - Education::3904 - Specialist studies in education::390410 - Multicultural education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples)
39 - Education::3901 - Curriculum and pedagogy::390113 - Science, technology and engineering curriculum and pedagogy
39 - Education::3902 - Education policy, sociology and philosophy::390201 - Education policy
RightsAll rights reserved unless otherwise stated
Showing items related by title, author, creator and subject.
Millin T; Mark M; Pearce J (2020)This paper synthesises the key findings of past separate studies conducted by the same authors, which sought to assess the efficacy of the Reading to Learn (RtL) literacy intervention on students' academic writing performance. ...
Vincent K; Scruton J (2016)Introduction : ‘Nine out of 10 gypsy and traveller children have suffered racial abuse’ (The Independent, 22 October 2014) ‘Britain swamped by Asylum seekers ‘ (The Daily Mail, 22 December 2014) These types ...
Tayyar Madabushi H; Dunn, Jonathan (Association for Computational Linguistics, 2021)This paper measures the impact of increased exposure on whether learned construction grammars converge onto shared representations when trained on data from different registers. Register influences the frequency of ...