Narrating Beliefs: A Language Ideologies Approach to Teacher Beliefs

Abstract

This article explores how we can better understand the language ideologies of teachers working with second language learners through narrative analysis. This analysis draws on ethnographic data collected in an urban high school with a predominant Latina/o population and nearly a quarter designated as English learners. This analysis illustrates how emergent narratives and language ideologies provide a valuable framework and method for better understanding teacher beliefs in situ about language learners and learning. [narrative, language ideologies, English learners, teacher beliefs]