Complicating methods for understanding educators’ language ideologies: transformative approaches for mixing methods

Anderson, Katherine; Ambroso, Eric; Cruz, Joshua; Zuiker, Steven J.; Rodríguez-Martínez, Sara

doi:10.1080/09500782.2021.1931296

Cited by 9 publications

(1 citation statement)

References 39 publications

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“…Following the preliminary analysis of the qualitative data, we began integrated data analysis using analytic memos for data integration and interpretation. This approach was devised since, despite the emerging use of transformative mixed‐methods research for analysis of language ideologies (Anderson, Ambroso, Cruz, Zuiker, & Rodríguez‐Martínez, 2022; Bacon, 2020), mixed‐methods data analysis within a transformative paradigm is undertheorized. To operationalize this approach, we drew on Saldaña's (2021) memo writing approach which has clear applications in transformative inquiry; we independently wrote analytic memos, focusing at first on data summary that foregrounded inequities for EBs and the reproduction of hegemonic discourses around language, race, and schooling.…”

Section: Methodsmentioning

confidence: 99%

“I Would Purposely Try to Keep them Separated”: Language Ideologies, Language Policy, and Beliefs about Emergent Bilinguals in Career and Technical Education

Emerick

Goldberg

2022

TESOL Quarterly

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In the policy context of college and career readiness, career and technical education (CTE) is growing in popularity, especially for students who are underserved in academic high school programs. While CTE has shown promise for some students, very little research exists on its potential for emergent bilingual students (EBs). Thus, building on research of deficit perceptions of EBs and language ideologies (LIs), this study examines how LIs and deficit perspectives are reproduced in CTE contexts across Pennsylvania. Using a sequential mixed‐methods design, we found that, while CTE educators held generally positive attitudes toward EBs, they were influenced by monoglossic language ideology and standard language ideology. These LIs, along with other institutional factors, led educators to implement restrictive language policies within their classrooms. These implications serve to inform how, with a lack of clear language policy within CTE programs, teachers relied on their personal beliefs and reproduced deficit ideologies in the creation of classroom‐level policies.

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Section: Methodsmentioning

confidence: 99%