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‘Neither here nor there’: An examination of language curriculum and ideology in a New Jersey public school / Benjamin Kinsella.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 1 2018p. 21-38 This case study focuses on one primarily Latino public primary school in New Jersey that waived the state’s bilingual education requirement and implemented a curricular alternative, comprised of bilingual and monolingual English classrooms. A corpus was generated from one-to-one interviews (N = 8) with administrators and teachers, as well as ethnographic observations during the course of two years. Data were then analysed using a critical discourse analysis. Findings reveal clear patterns between educators’ overtly expressed language ideologies and their covert expression in the curricular alternative where (1) bilingual teaching was equated only in relation to the Latino students’ purported limited English proficiency and (2) the belief that monolingual English instruction was to remedy students’ so-called language gaps. Furthermore, different interpretations of the programme and even disagreements that the school actually held a bilingual programme type were observed among teachers and administrators. Considerations for equitable teaching practices are addressed in the discussion.
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Disinventing and reconstituting language for learning in school Science / Carolyn McKinney
// Language and education Vol. 33-No 2/2019 2019p.141-158 Language ideologies profoundly shape and constrain the use of language as a resource for learning in ‘multilingual’ or linguistically diverse classrooms. In this paper, we draw attention in particular to the ideology of languages as stable, boundaried objects and to the colonial invention of African languages. Against this backdrop, we analyse an example of pedagogical practice which was designed in response to a linguistic ethnography of Year 9 Science learning in a South African high school. The aim of this intervention is to move beyond the constraints of current language ideologies and to enable bilingual isiXhosa/English students to use a wide range of resources from their semiotic repertoires for learning Science. We will argue that debates about language of instruction in post-colonial contexts which pit one named language against another, misdirect our attention away from how the resources of language and other semiotic modes are or are not being used for learning in classroom discourse and learning materials. We aim to show how pedagogical translanguaging and trans-semiotising can be taken up as strategies of disinvention and reconstitution of ‘language’ for learning Science. (195)
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