通过关键的跨语言扫盲教学，让英语教师成为政策制定者

IF 1.4 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Language Policy Pub Date : 2024-08-14 DOI:10.1007/s10993-024-09702-w

Mary Amanda Stewart, Alexandra Babino, Victor Antonio Lozada, Ángeles Muñoz, Zulma Mojica

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引用次数: 0

摘要

许多班级的学生除了使用学校认可的语言或教师的语言外，还使用其他多种语言。本研究探讨以英语为母语的教师如何发展语言意识形态，以支持关键的跨语言读写教学。通过集体案例研究，我们探究了五位以英语为母语的教师如何在美国研究生课程中通过识字教学来命名并实践他们的语言意识形态。跨案例分析表明，教师的语言意识形态将学生使用母语视为自豪/身份的来源，以及促进公平和社会正义的途径。这些意识形态通过课堂行动（纳入新课文、启动家庭参与、将学生定位为专家）支持批判性的跨语言识字教学。这些影响说明，扫盲教师教育需要关注语言意识形态，将扫盲教学作为影响语言政策的有力工具。因此，关注批判性的跨语言扫盲教学可以支持以英语为母语的教师成为扫盲和语言政策的制定者。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

English-medium teachers as policymakers through critical translingual literacy instruction

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English-medium teachers as policymakers through critical translingual literacy instruction

Many classrooms include students who use multiple languages other than the school-sanctioned or teacher’s language(s). This study asks how English-medium teachers develop language ideologies that support critical translingual literacy instruction. Using a collective case study, we ask how five English-medium teachers in a U.S. graduate course name and act on their language ideologies through literacy instruction. The cross-case analysis indicates the teachers’ language ideologies viewed students’ L1 use as a source of pride/identity and as a way to promote equity and social justice. These ideologies supported critical translingual literacy instruction through classroom actions (incorporating new texts, initiating family engagement, and positioning students as experts). Implications illustrate the need for literacy teacher education to focus on language ideologies, using literacy instruction as a powerful vehicle to effect language policy. Thus, focusing on critical translingual literacy instruction can support English-medium teachers to act as both literacy and language policymakers.

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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.