A Study of Language Ideologies and Language Practices in an Intensive English Program Class

Abstract

This dissertation investigates the language ideologies and language practices that language users encounter and engage with in an Intensive English Program (IEP) class. The purpose of examining language ideologies (these include ideologies about language, language use, language learning, language practices, and language teaching) and language practices is to explore how the latter might be shaped or influenced by the former. The study adopts a case study design that implements classroom observations and interviews. Two categories of data were collected—classroom observations and two sets of semi-structured interviews (teacher interview and student interviews). The three data sets were coded and analyzed using a thematic analysis.The findings suggest that the language practices of students and the teaching practices of the instructor were influenced by two interacting ideologies: 1) a monolingual language ideology and 2) an ideology of linguistic prescriptivism. However, the analyses suggest that even though monolingual and prescriptivist ideologies are present and influence how language use, language learning, language teaching, and language as a whole are conceptualized, students use language and position themselves as agentive language users in ways that transgress prescriptive and structural notions of language and its teaching and learning. In the end, these findings hold several implications for language teaching and learning. 1) By expanding conceptualizations of language, English language education can better highlight and prioritize the fluid and emergent language practices of the students. This can create a more inclusive language learning experience in that the students serve as models for classroom pedagogy. 2) More opportunities for the use of language practices such as translanguaging and code-meshing in the classroom can be made available. More importantly, explicit authorizations of practices such as translanguaging can further facilitate the incorporation of students’ funds of knowledge. 3) The various language ideologies in IEP classrooms and higher education need to be explicitly addressed during teacher training programs to help teachers find ways to empower their students. Additionally, these language ideologies should also be explicitly addressed with IEP students throughout their language learning experiences. This can help students become more cognizant of these circulating ideologies and the impact they can have on their learning and language use.