Ideologies, Teacher Discourse, and Language Learning in the Elementary Science Classroom

Abstract

The monolingual ideologies that are systemically reproduced in the United States educational system impede equitable learning for all students, and particularly for multilingual learners. Drawing on Philip’s (2011) ideologies in pieces framework, this study seeks to understand what elementary science teachers’ discourse reveals about their ideologies surrounding language and science learning. Using qualitative video analysis, I analyzed discourse from three elementary science teachers. I found that teachers’ discourse about language learning both reproduced and contested systemic monolingual ideologies, while their discourse about science learning was primarily asset-based. Implications include design suggestions for professional development as well as further research to gain a deeper understanding of how teachers might transfer asset-based ideologies across learning contexts.