{"title":"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","authors":"Esther Bettney Heidt","doi":"10.1177/01614681231194414","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Critical Examination of Language Ideologies and Policies in an International School in Colombia\",\"authors\":\"Esther Bettney Heidt\",\"doi\":\"10.1177/01614681231194414\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":48274,\"journal\":{\"name\":\"Teachers College Record\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2023-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teachers College Record\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/01614681231194414\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teachers College Record","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/01614681231194414","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.