Language Ideologies of Administrators, Teachers, and Parents in Dual Language Programs

This systematic literature review focuses on attitudes and beliefs of administrators, teachers, and parents within dual language programs in the U.S. context. Language ideologies encompass attitudes and beliefs that influence decisions made within bilingual education policies and practices. The tenets of social justice leadership in the context of dual language provided by DeMatthews and Izquierdo are utilized to understand how these attitudes and beliefs could be perpetuating and/or disrupting ideologies that reflect the language-as-a-problem, language-as-a-resource, and raciolinguistic perspectives and are ultimately creating ideological dilemmas that threaten equitable policies and practices. Findings highlight the need for preparing and sustaining leadership within dual language programs that can address ideological tensions among administrators, teachers, and parents to promote distributive, cultural, and associational justice.