Language Ideologies and Curriculum Studies (original) (raw)
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2017
This review builds on Joao Paraskeva’s proposal for the development of an Itinerant Curriculum Theory (ICT), to analyse how his contributions advance the conversation on the need to deterritorialize the received field in curriculum studies and in teacher education. The subtractive forms of education that are imposed on bilingual/bicultural students and how (language) teacher education is (not) properly addressing them will be used to illustrate the relevance of Paraskeva’s work in providing the required critical lenses. In his contention for the need to reconceptualise the field of curriculum studies and teacher education, he addresses two key-concepts that are used in this text to analyse second language education and (language) teacher education with a focus on Portugal: the concept of curriculum epistemicides and the concept of epistemic colonization. Acknowledging their pervasive effects in reinforcing educational forms that severely limit the emancipatory goals of second langua...
Daring to Infuse Ideology into Language-Teacher Education
The need to prepare qualified English-language teachers for the ever-increasing population of diverse linguistic minority students in English-speaking countries is well documented in the literature . Much of this literature calls for preparing English as a Second Language (ESL) and Sheltered English (SE) teachers, by teaching them language-acquisition theory, language-teaching methodologies and approaches, and a range of content/subject areas.
Narrating Beliefs: A Language Ideologies Approach to Teacher Beliefs
Anthropology & Education Quarterly, 2012
This article explores how we can better understand the language ideologies of teachers working with second language learners through narrative analysis. This analysis draws on ethnographic data collected in an urban high school with a predominant Latina/o population and nearly a quarter designated as English learners. This analysis illustrates how emergent narratives and language ideologies provide a valuable framework and method for better understanding teacher beliefs in situ about language learners and learning. [narrative, language ideologies, English learners, teacher beliefs]
Recent tensions and challenges in teacher education as manifested in curriculum discourse
Teaching and Teacher Education - TEACH TEACH EDUC, 2010
This study seeks to contribute to discussions on the development of teacher education by analysing teacher educators' talk concerning curriculum reform. The curriculum is understood as a mediating construction between teacher educators and the social context, and the development of the curriculum is seen as a negotiation process between global discourses and local actors. Our aim was to understand the contrasting discourses used by teacher educators in talking about curriculum development, on the grounds that such discourses frame interpretations that direct the implementation of teacher education as a whole. Five contrasting interpretative repertoires were found. We illustrate these and discuss what they imply for the development of teacher education.
Curriculum-as-Assemblage: Transgressive (Re)imaginings in English and Literacies
Research in the Teaching of English, 2023
In the midst of multiple ongoing local and global crises, and persistently polarizing discourses about what should and should not be taught in classrooms and schools, we can draw inspiration and hope from thinking across boundaries to reimagine curriculum in English and literacies education. While curriculum has historically contributed to the gatekeeping and sorting of youth as well as perpetuating the status quo, it has also been transformative, expanding pos-sibilities in how we think and express ourselves. In this essay, I examine how English language arts curricula have been and are currently defined, invoked, or imagined, highlighting how innovative research and practice across multiple sociopolitical and disciplinary boundaries can transform how curriculum is enacted and experienced. Drawing from assemblage theories, I present a curriculum-as-assemblage stance that renders visible the interrelatedness of such social, political, and socioeconomic discourses with the knowledges, identities, and literacies that are constructed and negotiated in the broader context of schooling. To illustrate what such a conceptualization can offer, I describe a practice approach to thinking about curricu-lum as it is enacted, experienced, and rhizomatically connected to the multiple identities and narratives of students and teachers. I argue that an interdisciplinary and transgressive stance toward English and literacies education can foster creative, inclusive, expansive, humanizing, justice-oriented, and joyful thinking forward about our field.
Pensares em Revista
This paper aims to provide a framework-inaction , informed by Systemic Functional Linguistics, to inspire reconstructive discourse analysis in language and literacy teacher education, with illustrative examples and provocative questions. We exemplify the use of the framework through the analysis of a community mapping project. We analyze the curriculum documents, as well as a sample of a racially aware educator's community mapping project, through the ideational, interpersonal, and textual metafunctions, drawing relevant semiotic interpretations on the field, tenor, and mode. Findings highlight tensions in practice and possibilities for reconstructing curricular knowledge more deeply rooted in praxis that is intentionally transformative, context-specific, historically construed, and geopolitically sensitive. We pose a series of questions that educators can bring to bear on the discourse practices of teacher education. Whether one is studying texts, curricular documents, instructional dialogues, or policies, this framework-inaction provides tools and questions that may be useful for deconstructing whiteness and reconstructing anti-racism. It also situates teacher educators as agents of policy making and implementation who are able to reconstruct discursive practices to respond to pressing social needs in the context of literacy teacher education. The idea of a framework-inaction emphasizes the partiality of epistemological and ontological foundations and the need to connect our analyses in the social world in ways that make a difference.
International Multilingual Research Journal, 2019
This classroom discourse study examines how curriculum becomes a resource for identity performance in one ESL classroom. Conceptualizing identity as performance, I adopt a small stories approach to analyze how one routinized vocabulary instructional activity was appropriated by classroom participants to perform identities and construct the classroom moral order. Through analyses of two excerpts of classroom talk, I show that the ESL teacher narrated her story into teaching as an instructional example and performed a dominating teacher identity rhetorically portrayed in a morally positive light. A Taiwanese immigrant boy appropriated the language practice for displaying a funny, non-learner masculinity. His identity-displaying narrative, however, ran counter to the moral expectation of being a “good learner” embedded in this language activity, leading to his social identification as a problem student. This analysis illustrates that the identity categories in the language curriculum provided linguistic resources for the classroom participants to perform identities that worked to perpetuate or challenge dominant discourses of being. The process of teaching and learning is deeply intertwined with identity negotiation and moral positioning. This analysis also illuminates the theoretical and methodological affordances of a small stories approach to examine the emergence of identities in language classroom discourse.