Thesis advisor: C. Patrick Proctor / With U.S. classrooms increasingly characterized by linguistic diversity, teacher education has come under heightened scrutiny to respond to these realities. Recent shifts in Massachusetts language policy provide an informative example. Federal oversight prompted the state to implement an ambitious initiative requiring teachers to earn an endorsement in Sheltered English Immersion (SEI). The rollout of this initiative coincided with the final years of the state’s English-only education mandate, and the SEI endorsement remains a requirement for teachers today. As a growing body of research highlights the ideological dynamics of language policy, particularly in English-only educational contexts, this dissertation has two overlapping goals: (1) To develop a theoretical framework for the study of monolingual language ideologies in relation to policy interpretation and (2) to apply this framework within a critical policy analysis of the Massachusetts SEI endorsement initiative. This dissertation consists of three papers. Paper 1 puts forth a theoretical framework for studying monolingual language ideologies. Through a historical analysis of U.S. language policies and previous research on language ideologies, this paper demonstrates how dynamics of race and racism overlap with language policy and teacher education in U.S. contexts. Paper 2 is an empirical study of SEI instructors’ roles as policy interpreters within the SEI endorsement initiative. This study documents how 33 SEI course instructors interpreted the SEI endorsement course in ways that reinforced or augmented the state’s design. Paper 3 highlights these instructors’ discourses around the topics of language policy and race. Drawing on poststructural policy analysis, this paper explores the varying degrees to which participants addressed these topics in relation to the course’s emphasis on language pedagogies. Together, these papers offer a framework for the study of language ideologies with implications for language policy, policy interpretation, and teacher education in multilingual contexts. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.
| Identifer | oai:union.ndltd.org:BOSTON/oai:dlib.bc.edu:bc-ir_108401 |
| Date | January 2019 |
| Creators | Bacon, Chris K. |
| Publisher | Boston College |
| Source Sets | Boston College |
| Language | English |
| Detected Language | English |
| Type | Text, thesis |
| Format | electronic, application/pdf |
| Rights | Copyright is held by the author, with all rights reserved, unless otherwise noted. |
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