Bilingual teacher educators as language policy agents: A critical language policy perspective of the Castañeda v. Pickard case and the bilingual teacher shortage

IF 1.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Language Policy Pub Date : 2022-01-05 DOI:10.1007/s10993-021-09607-y

Hernández, Sera J., Alfaro, Cristina, Martell, Melissa A. Navarro

引用次数: 2

Abstract

Drawing on decades of lessons from a Bilingual Teacher Education Program (BTEP) in California that has persevered both restrictive and additive federal and state educational language policies, this manuscript provides an ethnographic snapshot of how this BTEP has strategically navigated through and around anti-immigrant ideologies and policies to survive incessant attacks on bilingual education and educational equity for multilingual learners. Utilizing a critical language policy framework, the authors analyze how the Castañeda v. Pickard case and other educational language policies shape the work of bilingual teacher educators as language policy agents. They rely on autoethnographic accounts to illustrate how they navigate the complex relationship between policy and practice and offer a critical analysis of the bilingual teacher shortage. The authors propose that developing critically conscious bilingual educators with ideological clarity may mitigate this larger systemic issue.

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双语教师教育者作为语言政策的代理人:Castañeda诉皮卡德案和双语教师短缺的批判性语言政策视角

根据加州双语教师教育项目(BTEP)几十年来的经验教训，该项目一直坚持严格和附加的联邦和州教育语言政策，本文提供了一个民族学快照，说明BTEP是如何在反移民意识形态和政策中战略性地进行引导，从而在双语教育和多语言学习者教育公平不断受到攻击的情况下生存下来的。利用一个关键的语言政策框架，作者分析了Castañeda诉皮卡德案和其他教育语言政策如何塑造双语教师教育工作者作为语言政策代理人的工作。他们依靠自己的民族志来说明他们如何驾驭政策与实践之间的复杂关系，并对双语教师短缺进行了批判性分析。作者提出，培养具有批判意识、意识形态清晰的双语教育者，可能会缓解这一更大的系统性问题。

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来源期刊

Language Policy Multiple-

CiteScore

3.60

自引率

6.20%

发文量

期刊介绍： Language Policy is highly relevant to scholars, students, specialists and policy-makers working in the fields of applied linguistics, language policy, sociolinguistics, and language teaching and learning. The journal aims to contribute to the field by publishing high-quality studies that build a sound theoretical understanding of the field of language policy and cover a range of cases, situations and regions worldwide. A distinguishing feature of this journal is its focus on various dimensions of language educational policy. Language education policy includes decisions about which languages are to be used as a medium of instruction and/or taught in schools, as well as analysis of these policies within their social, ethnic, religious, political, cultural and economic contexts. The journal aims to continue its tradition of bringing together solid scholarship on language policy and language education policy from around the world but also to expand its direction into new areas. The editors are very interested in papers that explore language policy not only at national levels but also at the institutional levels of schools, workplaces, families, health services, media and other entities. In particular, we welcome theoretical and empirical papers with sound qualitative or quantitative bases that critically explore how language policies are developed at local and regional levels, as well as on how they are enacted, contested and negotiated by the targets of that policy themselves. We seek papers on the above topics as they are researched and informed through interdisciplinary work within related fields such as education, anthropology, politics, linguistics, economics, law, history, ecology, and geography. We particularly are interested in papers from lesser-covered parts of the world of Africa and Asia. Specifically we encourage papers in the following areas: Detailed accounts of promoting and managing language (education) policy (who, what, why, and how) in local, institutional, national and global contexts. Research papers on the development, implementation and effects of language policies, including implications for minority and majority languages, endangered languages, lingua francas and linguistic human rights; Accounts of language policy development and implementation by governments and governmental agencies, non-governmental organizations and business enterprises, with a critical perspective (not only descriptive). Accounts of attempts made by ethnic, religious and minority groups to establish, resist, or modify language policies (language policies ''from below''); Theoretically and empirically informed papers addressing the enactment of language policy in public spaces, cyberspace and the broader language ecology (e.g., linguistic landscapes, sociocultural and ethnographic perspectives on language policy); Review pieces of theory or research that contribute broadly to our understanding of language policy, including of how individual interests and practices interact with policy. We also welcome proposals for special guest-edited thematic issues on any of the topics above, and short commentaries on topical issues in language policy or reactions to papers published in the journal.