Untitled

Dual language education has become a promising avenue toward achieving bilingualism, increasingly viewed as an alternative to English Only instructional models.
Many dual language programs emphasize language separation, discouraging students and teachers from mixing languages, a policy rooted in second language acquisition (SLA) research.
Despite efforts to promote bilingualism, this separation often reflects ideologies of linguistic purism similar to those found in English Only contexts.
The study explores how dual language teachers understand and implement translanguaging, which describes fluid movement across languages in classroom settings.
The research highlights the need for a nuanced understanding of teachers' complex language ideologies to support the integration of translanguaging pedagogies that build on bilingualism.
Keywords: bilingual education, bilingualism, code-switching, dual language, language ideologies, translanguaging

Translanguaging Definition:
- Coined by Cen Williams in the 1980s. Defined as the systematic use of two languages for teaching and learning in the same lesson.
- García extends the definition beyond classrooms, capturing everyday bilingual practices: "bilingualism without diglossic functional separation."
Translanguaging is not a new bilingualism form but emphasizes the dynamic ways bilinguals practice language.
Despite policies of language separation in many dual language programs, students engage in translanguaging, reflecting their rich bilingual skills.
Existing literature on pedagogical possibilities in relation to translanguaging in dual language settings is somewhat limited.

The concept of language ideologies has evolved within linguistic anthropology to study speakers' beliefs about language practices in ideological contexts.
Silverstein (1979) Definition: Language ideologies comprise "sets of beliefs about language articulated by users as a rationalization or justification of perceived language structure and use."
Kroskrity (2004) Definition: Ideologies that include speakers' beliefs about languages in their social contexts.
Language ideologies are multiple and articulated through both spoken language and actual language use.
Notably, scholarly research provides insight into how linguistic purism impacts perceptions of bilingual language use.

The qualitative study gathered longitudinal data focusing on dual language teachers' ideologies about translanguaging in their classrooms.

Central Bilingual School (CBS):
- Public K–12 school located in southern California, utilizing a dual language program.
- Focused on Spanish-English and Korean-English strands, typically aligned with the community demographics (78% Latina/o origin).
- Strict admission policies allowed only local community students, enhancing homogeneity in language background.

Ms. Birch:
- A White woman with 16 years of experience, bilingual, and biliterate in Spanish.
Ms. Quixote:
- A Latina woman of mixed Mexican and Guatemalan ancestry with 15 years of teaching experience, also bilingual.
- Both recognized as exemplary classroom teachers.

The study examines how Ms. Birch and Ms. Quixote both embodied and articulated linguistic ideologies while navigating translanguaging practices.

Observations revealed instances where students often engaged in translanguaging naturally.
Ms. Birch was generally supportive of students mixing languages in conversation, saying, "I’m a big fan."
Her approach to translanguaging showed a stark distinction when discussing literacy tasks; she emphasized separation in writing: “Only when it comes to writing.”
Discussed concerns about “diluting” Spanish with English, indicating a preference for “academic Spanish.”
- Stated: “I don’t want anybody to start diluting their Spanish with English.”
Despite her appreciation for spoken translanguaging, Ms. Birch enforced a boundary regarding mixing in academic contexts, reflecting ideologies of linguistic purism.

Ms. Quixote's acceptance of students’ translanguaging was nuanced by her own responsibility to adhere to language separation.
Showed a clear recognition of societal pressures against translanguaging: "If they were in high school, I would tell them that it's frowned upon."
While she emphasized students should feel free, she noted her responsibility to model language: “I try to stick to the language.”
Identified code-switching symptoms as stemming from gaps in vocabulary, suggesting deficit-oriented perceptions.
However, she acknowledged her students' linguistic complexities, asserting they underestimate their abilities.

Complex ideological dynamics influenced both teachers’ perspectives on bilingual language use.
Ms. Birch exhibited appreciation for student code-switching but hesitated to accept it in academic writing; Ms. Quixote encouraged freedom of expression yet framed student mixing as a result of deficits.
Both teachers expressed deficit rationales for their own translanguaging practices and suggested more proficient bilinguals would code-switch less.
Despite articulating ideals of linguistic purism, the teachers also embodied practices that flaunted these norms through their everyday interactions.

Ms. Birch and Ms. Quixote are dedicated educators dedicated to promoting bilingualism amid dominant monolingual ideologies.
Their complex perspectives on translanguaging illustrate prevailing tensions between pedagogical practices and ideals.
Engaging in dialogue around these complexities can foster acceptance of translanguaging while still protecting Spanish language instruction.
Recognizing everyday translanguaging as normal could enhance dual language prompting practices to reflect the dynamic nature of bilingualism in the classroom.