哥伦比亚一所国际学校对语言意识形态和政策的批判性考察

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Esther Bettney Heidt
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引用次数: 0

摘要

背景:近年来,学者和教育工作者对国际学校中排外的语言意识形态和政策提出了批评。国际学校经常强调熟练掌握英语作为一种力量语言,而不是重视学生和教师的动态多语言实践。研究重点:尽管国际学校中的压迫性语言意识形态和政策是批判性教育学者关注的中心问题,但相对而言,人们对国际学校正在向更包容和公平的方式转变的谈判知之甚少。为了理解语言意识形态和政策在国际学校背景下的作用,我研究了以下研究问题:什么语言意识形态影响了哥伦比亚大学(CC)的语言政策制定和挪用?研究设计:为了回答这个问题,并进一步了解语言意识形态和政策在国际学校中的复杂和不断变化的作用,我在哥伦比亚的CC国际学校进行了一个案例研究。数据收集:通过与9名教师的合作研究,我考察了教师如何采用更公平的方法进行多语言教育。我收集并分析了各种类型的数据,包括学校的语言政策、课程和单元计划、课堂观察、教师和学生访谈以及教师问卷。发现:通过分析收集到的数据,我发现了一系列的语言意识形态和语言政策,因为许多教师通过对西班牙语的日益认可,证明了从压迫和排他性的语言意识形态和语言政策的重大转变。另一方面,尽管官方不再宣扬英语优越的明确信息,但殖民主义的意识形态和政策仍在继续,这些意识形态和政策贬低英语,诋毁西班牙语,忽视其他社会和家庭语言。为了进一步分析这些发现,我通过Pennycook(2000)的语言意识形态框架批判性地考察了所描述的语言意识形态和政策的范围。结论:我总结了不同背景下的教育工作者和研究人员在批判性地重新考虑和非殖民化当前多语言教育方法时需要考虑的关键因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Critical Examination of Language Ideologies and Policies in an International School in Colombia
Background: In recent years, scholars and educators have criticized exclusionary language ideologies and policies within international schools. International schools often emphasize proficiency in English as a language of power instead of valuing students’ and teachers’ dynamic multilingual practices. Focus of Study: Although oppressive language ideologies and policies in international schools are a central concern for critical education scholars, relatively little is known about international schools that are negotiating a shift toward more inclusive and equitable approaches. To understand the role of language ideologies and policies within an international school context, I examined the following research question: What language ideologies influence language policy creation and appropriation at Colegio Colombiano (CC)? Research Design: To answer this question and further understand the complex and shifting roles of language ideologies and policies within international schools, I conducted a case study at CC, an international school in Colombia. Data Collection: Through collaborative research with nine teachers, I examined how teachers engaged with more equitable approaches to multilingual education. I collected and analyzed various types of data, including school language policies, lesson and unit plans, classroom observations, teacher and student interviews, and a teacher questionnaire. Findings: Through analyzing the collected data, I found a spectrum of language ideologies and language policies, as many faculty demonstrated a significant shift away from oppressive and exclusionary language ideologies and language policies through an increasing recognition of Spanish. On the other hand, although explicit messages about English as superior were no longer officially promoted, colonialistic ideologies and policies persisted that valorized English, denigrated Spanish, and ignored other societal and home languages. To analyze these findings further, I critically examined the described spectrum of language ideologies and policies through Pennycook’s (2000) framework of language ideologies. Conclusions: I conclude with key considerations for educators and researchers across diverse contexts as they critically reconsider and decolonize current approaches to multilingual education.
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来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
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