''Puro' Spelling and Grammar': Conceptualizations of Language and the Marginalization of Emergent Bilinguals

University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: [email protected]; Web site: http://urbanedjournal.org

Y

22

Immersion Programs; English (Second Language); Second Language Learning; Intervention; Ideology; Social Bias; English Language Learners; Bilingual Education; Monolingualism; Social History; Bilingual Students; Educational History; Semi Structured Interviews; Remedial Instruction; Observation; Elementary Schools; Ethnography; Content Analysis

1946-7109

Conceptualizations of language and language learning underlie language pedagogies (Valdés, Poza, & Brooks, 2015). The present work relies on ethnographic observation and interviews in a dual immersion (DI) bilingual program, as well as a content analysis of the research foundation of the English Language Development intervention curriculum, to show how prevalent conceptualizations reflect US monolingual ideologies and monoglossic perspectives (García, 2009a). The work further shows how such views marginalize students classified as English Language Learners, referred to here as emergent bilinguals, by excluding them from important content instruction, engaging teaching methods, and primary language instruction, all for the sake of expediting their reclassification as proficient in English.

As Provided

78

2016

EJ1103877