From ideological clarity to Linguistic Ideological Clarity: Critical reflections, examination of language ideologies & interrogation of pedagogical practices

Abstract

This article explores the specific ways in which three dual language (DL) teachers from diverse linguistic and cultural backgrounds engaged in ideological clarity (Bartolome, 2000), and then expanded this understanding to engage in what we have identified as linguistic ideological clarity. This process entails self-reflection, the naming of unjust practices through the deployment of linguistic, cultural, and ethnic identities and agency, and the display of critical consciousness seeking to address inequities. Data for this paper comes from two independently conducted qualitative studies in similar U.S. geographical regions. Data sources included life-history and semi-structured interviews, demographic questionnaires, and field notes. This inquiry sheds light on the significant role that linguistic ideological clarity plays in dual language teachers’ language learning ideologies and the principles surrounding their pedagogical practices in racialized contexts. Through the exploration of these teachers’ journeys and actions, we hope to add to the critical work needed within DL contexts.