Language ideology and bilingual education in Texas: Assessing the language orientation of teachers

dc.contributor.advisorTrujillo, Armando L.
dc.contributor.authorLaw, John Marc
dc.contributor.committeeMemberSaldaña, Lilliana P.
dc.contributor.committeeMemberSmith, Howard L.
dc.date.accessioned2024-02-12T14:53:21Z
dc.date.available2024-02-12T14:53:21Z
dc.date.issued2012
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe purpose of this study is to assess the language orientations of bilingual public school teachers from the state of Texas. More specifically, this research seeks to describe the language orientation of teachers in the six different bilingual program models that are implemented in Texas schools. The research design used in this study is a mixed methods research design that included the collection of 52 survey questionnaires at the 2012 Texas Association of Bilingual Education Conference and eight one-on-one interviews with conference participants. All the participants in this study are teachers who teach in one of the six bilingual program models approved by the Texas Education Agency. The program models range from strong additive programs like dual immersion/two way programs to weaker programs like ESL/pull out models (Faltis, 2012). The findings of this research indicate that the language orientations of the bilingual teachers do not necessarily correspond to the language ideologies of the respective bilingual program models they teach in. Moreover, support for bilingual education programs at the school district and campus level further reflects language ideology. Strong support corresponds to strong language ideology and weak support corresponds to weak language ideology. Seven out of the eight teachers interviewed stated that they were not getting the support from their district administrators, principals, or superintendents to effectively teach their respective bilingual program model.
dc.description.departmentBicultural-Bilingual Studies
dc.format.extent142 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781267843098
dc.identifier.urihttps://hdl.handle.net/20.500.12588/4360
dc.languageen
dc.subjectAdvocating Bilingual Education
dc.subjectBilingual Education
dc.subjectBilingual Program Model
dc.subjectEnglish-Only movement
dc.subjectLanguage Ideology
dc.subjectLanguage Orientation
dc.subject.classificationBilingual education
dc.titleLanguage ideology and bilingual education in Texas: Assessing the language orientation of teachers
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentBicultural-Bilingual Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts

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