“Todas las poems que están creative”: Language Ideologies, Writing and Bilingual Children

Research output: Contribution to journalArticlepeer-review

Abstract

This research employs a language ideologies framework to examine the language practices and beliefs of bilingual first grade students in an ESL classroom, in which the teacher valued and encouraged Spanish and translingual talk and writing. Using ethnographic methods of data collection and analysis, the findings pointed to the influence of both hegemonic and counter-hegemonic ideologies in children’s decisions about writing. These findings extend our knowledge of the process of ideological contestation to written as well as oral language, and highlights ways that teachers can provide support for bilingual writers and bilingual writing.

Original languageEnglish (US)
JournalJournal of Language, Identity and Education
DOIs
StateAccepted/In press - Jan 1 2020

Keywords

  • Bilingual
  • biliteracy
  • ideologies
  • language and ideology
  • writing

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

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