Navigating competing goals for language in curricularized school settings: Lessons from teachers of multilingual students,The Modern Language Journal

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Navigating competing goals for language in curricularized school settings: Lessons from teachers of multilingual students
The Modern Language Journal ( IF 4.7 ) Pub Date : 2024-02-05 , DOI: 10.1111/modl.12906
Amanda K. Kibler ₁ , Martha Sandstead ₁ , Sara Wiger ₂ , Jane Weiss ₃

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As an international phenomenon, standardization has become increasingly prominent, and language has been curricularized through learning progressions, curricula, and high-stakes assessments. Curricularized systems exist in tension with what we know about how individuals develop language. As scholars have asserted, language development is mediated by students’ motivation, investment, and agency, suggesting that learners’ goals and purposes for communication are key drivers of language learning. A contradiction therefore exists in institutionalized language teaching: How can curricularized goals—that, by definition, are not created for individual students—be negotiated such that students’ own language goals and curricularized ones work together rather than in opposition? We take up recent calls for teacher-informed research and use qualitative case-study and constructivist grounded theory to synthesize insights from a set of US elementary teachers teaching in English-medium classrooms. We engaged in an inquiry-based professional development initiative with these teachers to explore how they address students’ purposes and goals for language use in the context of the curricularization that takes place in schools. Findings suggest a complex and interdependent set of instructional practices that form a possible pedagogical model that navigates expectations found in curricularized classroom settings with multilingual students.

中文翻译：

在课程化学校环境中应对语言竞争目标：多语言学生教师的经验教训

作为一种国际现象，标准化变得越来越突出，语言已经通过学习进程、课程和高风险评估而课程化。课程化系统与我们对个人如何发展语言的了解存在着紧张关系。正如学者们所断言的，语言发展是由学生的动机、投入和能动性来调节的，这表明学习者的交流目标和目的是语言学习的关键驱动力。因此，制度化的语言教学中存在一个矛盾：课程化目标——顾名思义，不是为学生个体制定的——如何协商，使学生自己的语言目标和课程化目标协同工作，而不是对立？我们响应最近关于教师知情研究的呼吁，并使用定性案例研究和建构主义扎根理论来综合来自一组在英语课堂上教学的美国小学教师的见解。我们与这些教师一起开展了一项基于探究的专业发展计划，探讨他们如何在学校课程化的背景下满足学生的语言使用目的和目标。研究结果表明，一套复杂且相互依赖的教学实践形成了一种可能的教学模型，可以满足多语言学生在课程化课堂环境中的期望。

更新日期：2024-02-05

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