Unpacking Ideologies of Linguistic Purism: How Dual Language Teachers Make Sense of Everyday Translanguaging

Ramón Antonio Martínez, Michiko Hikida, Leah Durán

Research output: Contribution to journalArticlepeer-review

90 Scopus citations

Abstract

This article draws on qualitative data from two Spanish-English dual language elementary classrooms to explore how teachers in these classrooms made sense of the everyday practice of bilingualism. Methodologically, this study relied on participant observation, video recording, and semi-structured interviews. Conceptually, this article draws on the notion of translanguaging to describe how these teachers and their students moved fluidly across multiple languages and dialects in their everyday interactions. Drawing on language ideological inquiry, this article illustrates that these teachers’ perspectives on translanguaging sometimes echoed ideologies of linguistic purism that emphasize language separation, while also reflecting counterhegemonic ideologies that privilege Spanish and promote bilingualism. Teachers’ everyday language use and instructional practices both reflected and contrasted with their stated ideologies. It is argued that a more nuanced understanding of teachers’ complex language ideologies can inform efforts to help them embrace translanguaging pedagogies that recognize and build on students’ everyday bilingualism.

Original languageEnglish (US)
Pages (from-to)26-42
Number of pages17
JournalInternational Multilingual Research Journal
Volume9
Issue number1
DOIs
StatePublished - Jan 2 2015
Externally publishedYes

Keywords

  • bilingual education
  • bilingualism
  • code-switching
  • dual language
  • language ideologies
  • translanguaging

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

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