Children's language ideologies in a first-grade dual-language class

Abstract

This study explores the language ideologies of young children in a Spanish/English dual language programme in the USA. Recent studies of language ideologies in education have centred primarily on adults or older students, but this study focuses on young children from varied language backgrounds. By analysing discussions centred on children's literature, I report first-grade students’ beliefs about language in their responses to themes in the literature and closely examine two students’ discourse over time. These young participants often expressed competing ideologies as they responded to the various contexts they were in and the roles they were expected to play. While students were becoming proficient in two languages, they were also creating their identities and beginning to understand issues of language and society and formulating ideologies. I highlight the importance of acknowledging young students’ ideologies and discussing issues of language, bilingualism and language use as schools become increasingly diverse.