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首页> 外文期刊>Journal of multilingual & multicultural development >Ideologies of language among ELLs on the US-Mexico border: the case of a transitional bilingual programme
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Ideologies of language among ELLs on the US-Mexico border: the case of a transitional bilingual programme

机译：美国墨西哥边境的ells中语言的意识形态：过渡双语计划的情况

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摘要

This article presents findings of a qualitative study about students' language ideologies in a transitional bilingual education (TBE) programme located in the US-Mexico border. Although officially regarded as TBE', results show that both ideologies and practices resemble an English monolingual form of education where only the English language is valued and used for instruction. This qualitative study investigates the experiences of 4th grade EBs in this setting in which students appropriated monoglossic language ideologies and discourses of transition displayed by teachers and school district policies. However, students also displayed their agency when they actively sought spaces within and outside the school context to access their entire linguistic repertoire to communicate with friends and family. The complexity of students' internalised ideologies of language and their performed ideologies became visible through observations and interviews conducted in this study.
机译：本文介绍了位于美国 - 墨西哥边境的过渡双语教育（TBE）方案中学生语言意识形态的定性研究。虽然正式被视为TBE，但结果表明，意识形态和实践都像英语单晶体形式的教育，只有英语语言被评估并用于指导。这种定性研究调查了第四年级EBS在此环境中的经验，其中学生占用了教师和学区政策展示的单声道语言意识形态和过渡的过渡。然而，当学生在学校内外积极寻求空间时，学生也会展示他们的机构，以便进入他们整个语言曲目与朋友和家人沟通。学生内化语言的复杂性及其表现意识形态通过本研究中的观察和访谈来看可见。

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