Language ideology and student identity in mainstream higher education courses : (re)production and resistance
department or school: Education, Faculty of
department or school: Language and Literacy Education (LLED), Department of
data provider: DSpace
degree campus: UBCV
creator: Burrell-Kim, Danielle
issued: 2020-12-10T18:17:33Z
issued: 2020
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: Despite educators’ efforts to create open-minded and welcoming environments for students of all kinds, hegemonic language ideologies are still widespread among students and instructors in institutions today (Briggs & Pailliotet, 1997; Cho, 2017; De Costa, 2016; Séror, 2008). Students continue to experience discrimination and gatekeeping on the basis of perceived language competencies through the enactment of language ideology throughout their educational careers. Furthermore, even students who adhere to dominant discourse practices are often perceived as deviating due to racial bias (Flores & Rosa, 2015). This multiple case study examined how five English language learners (ELLs) encountered hegemonic language ideologies in their mainstream courses at a North American college and how those encounters impacted their identities. Data from interviews, classroom documents, and reflective journals was analyzed utilizing discourse analysis (Fairclough, 1989; Gee, 2014b), drawing on a critical post-structuralist theoretical framework (Creswell & Poth, 2018) to conceptualize significant concepts such as discourse, power in language, ideology, and identity. The participants in this study encountered hegemonic language ideologies predominantly through assessment practices and explicit instances of Othering. As a result, they often suffered inequitable grading practices which led to lower grades, and many expressed a lack of confidence in their language competencies. While many students took up these oppressive ideologies and reproduced them through how they positioned themselves and others in interactions in and outside of class, some participants resisted hegemonic language ideologies. The implications of these findings highlight the need for educators and educational institutions alike to recognize hegemonic language ideologies as a significant contributing factor to institutionalized racism. Thus, this study reaffirms the need for language awareness or language diversity t…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/76729
note: LANGUAGE IDEOLOGY AND STUDENT IDENTITY IN MAINSTREAM HIGHER EDUCATION COURSES: (RE)PRODUCTION AND RESISTANCE by Danielle Burrell-Kim B.A., Western Washington University, 2017 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Teaching English as a Second Language) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December 2020 © Danielle Burrell-Kim, 2020 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the thesis entitled: Language ideology and student identity in mainstream higher education courses: (Re)production and resistance submitted by Danielle Burrell-Kim in partial fulfillment of the requirements for the degree of Master of Arts in Teaching English as a Second Language Examining Committee: Dr. Meghan Corella, Department of Language and Literacy Education Supervisor Dr. Sandra Zappa-Hollman, Department of Language and Literacy Education Supervisory Committee Member Dr. Meike Wernicke, Department of Language and Literacy Education Supervisory Committee Member iii Abstract Despite educators’ efforts to create open-minded and welcoming environments for students of all kinds, hegemonic language ideologies are still widespread among students and instructors in institutions today (Briggs & Pailliotet, 1997; Cho, 2017; De Costa, 2016; Séror, 2008). Students continue to experience discrimination and gatekeeping on the basis of perceived language competencies through the enactment of language ideology throughout their educational careers. Furthermore, even students who adhere to dominant discourse practices are often perceived as deviating due to racial bias (Flores & Rosa, 2015). This multiple case study examined how five English language learners (ELLs) encountered hegemonic language ideologies in their mainstream courses at a North American college and how those encounters impacted…
has type: Thesis/Dissertation
date issued: 2021-05
is shown at: 10.14288/1.0395213
language: eng
degree discipline: Teaching English as a Second Language
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/76729