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  • Exploring New York City elementary school principals’ language ideologies /
Tác giả CN Cruz Albizu, Pedro J. De La
Nhan đề Exploring New York City elementary school principals’ language ideologies / Pedro J. De La Cruz Albizu
Thông tin xuất bản United Kingdom : Routledge, 2020
Mô tả vật lý p. 503-519
Tóm tắt School principals are street-level bureaucrats whose sense-making about language policies makes them de-facto policy makers. In turn, their language policy-making is mediated by their language ideologies and contexts. Using a case study methodological framework, this article explores the language ideologies of 11 New York City elementary school principals with high numbers of Emergent Bilinguals. It attempts to answer Ruiz’ call to make language ideologies clear and obvious in order to provide the level of transparency needed to enlighten the process of language policy creation and practice (Ruiz 1984). Analyses of the participating principals’ narratives revealed the existence of three different language ideologies: Resource Instrumental Mobility (RIM), Resource Integrative Democratic (RID), and Language as a Problem (LAP). This paper is an exploration of the RIM and RID language ideologies, which consider language as a resource, but do so for intrinsically different reasons. Thus, the findings expand on Ruiz’ (1984) Orientations in Language Planning by complicating and providing nuance to the concept of Language-as-Resource.
Đề mục chủ đề Education--Bilingual education
Thuật ngữ không kiểm soát Bilingual education
Thuật ngữ không kiểm soát New York
Thuật ngữ không kiểm soát Giáo dục
Thuật ngữ không kiểm soát Chính sách
Thuật ngữ không kiểm soát Ngôn ngữ
Nguồn trích Language and Education- Volume 34, 2020 - Issue 6
Tệp tin điện tử https://doi.org/10.1080/09500782.2020.1772817
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1001 |aCruz Albizu, Pedro J. De La
24510|aExploring New York City elementary school principals’ language ideologies / |cPedro J. De La Cruz Albizu
260 |aUnited Kingdom : |bRoutledge, |c2020
300 |ap. 503-519
520 |aSchool principals are street-level bureaucrats whose sense-making about language policies makes them de-facto policy makers. In turn, their language policy-making is mediated by their language ideologies and contexts. Using a case study methodological framework, this article explores the language ideologies of 11 New York City elementary school principals with high numbers of Emergent Bilinguals. It attempts to answer Ruiz’ call to make language ideologies clear and obvious in order to provide the level of transparency needed to enlighten the process of language policy creation and practice (Ruiz 1984). Analyses of the participating principals’ narratives revealed the existence of three different language ideologies: Resource Instrumental Mobility (RIM), Resource Integrative Democratic (RID), and Language as a Problem (LAP). This paper is an exploration of the RIM and RID language ideologies, which consider language as a resource, but do so for intrinsically different reasons. Thus, the findings expand on Ruiz’ (1984) Orientations in Language Planning by complicating and providing nuance to the concept of Language-as-Resource.
65010|aEducation|xBilingual education
6530 |aBilingual education
6530 |aNew York
6530 |aGiáo dục
6530 |aChính sách
6530 |aNgôn ngữ
773 |tLanguage and Education|gVolume 34, 2020 - Issue 6
856 |uhttps://doi.org/10.1080/09500782.2020.1772817
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