ABSTRACT
Language ideologies are the shared frameworks through which groups understand language and speakers (GAL; WOOLARD, 2001GAL, S.; WOOLARD, K. A. Constructing Languages and Publics: Authority and Representation. Pragmatics, [S.l.], v. 5, p. 129-138, 2001. DOI: https://doi.org/10.1075/prag.5.2.01gal
https://doi.org/https://doi.org/10.1075/...
; WOOLARD, 1998WOOLARD, K. A. Language Ideology as a Field of Inquiry. In: SCHIEFFELIN, B.; WOOLARD, K. A.; KROSKRITY, P. V. (ed.). Language Ideologies: Practice and Theory. New York: Oxford University Press, 1998. p. 3-47.). In educational settings, these ideologies may impact learning as teachers who adhere to ideologies favoring monolingualism may undermine students’ identities and bilingual development in favor of assimilation. Using language ideology and Critical Discourse Analysis (CDA) frameworks, this study investigated the presence of different language ideologies in pre-service Spanish teachers’ discourse and their positioning in face of these language ideologies. The analysis demonstrated that while pre-service Spanish teachers challenge the ideology of monolingualism and favor bilingualism, they also legitimate the ‘one language’ ideology that entails that the unity of a nation depends partly on the use of only one language.
KEYWORDS:
monolingual ideologies; pre-service Spanish teachers; CDA; Spanish in the US; bilingualism; bilingual education