Supported by the Language, Literacies and Education Network (LLEN)
Educator Language Ideologies About Language Separation in a Dual Language Program
An online seminar with Dr. Paulette Andrade González
This study examines educators’ language ideologies on strict language separation in Dual Language Bilingual Education (DLBE) classrooms. Traditionally, DLBE programs separate languages by time, teacher, or subject to protect minoritized languages. However, this approach often conflicts with the fluid language use common in bilingual communities. Through interviews with teachers and administrators in a Texas school district near the Mexico border, the study revealed that educators held complex and nuanced language ideologies about language separation in DL classrooms. Educators’ views were shaped by their role, students’ linguistic needs, local language practices, professional development, and district policies. The findings underscore the importance of local context when implementing language separation in DLBE programs.
Dr. Paulette Andrade González holds a BA in Literature and an MA in Linguistics from the Pontificia Universidad Católica de Chile, as well as a PhD in Curriculum and Instruction from Boston College (USA). With over a decade of experience in teacher education, she currently serves as the academic coordinator of Plan de formación de escritura en educación regular, a national professional development initiative focused on writing instruction in Chile. In addition, she is an adjunct professor and associate researcher at Universidad Diego Portales. Her research interests include multicultural and bilingual education, teacher preparation for diverse classrooms, and early language acquisition.
