LANGUAGE IDEOLOGIES OF MENNONITE PRESERVICE TEACHERS: A PRACTITIONER INQUIRY STUDY

Throughout United States history, the English language has been privileged above other languages, and linguistic diversity—particularly among immigrant populations—has been discouraged both by the natural benefits of cultural assimilation and by governmental policy, including in education. Drawing on language ideology, language planning and policy, and translanguaging, this practitioner inquiry dissertation aims to investigate what happens when the perspectives of Mennonite preservice teachers are shared in a collaborative group setting focused on practice and pedagogy. Data for this study was collected from three Mennonite preservice teachers, as Mennonites themselves have a history of immigration and language loss. Participants engaged in semi-structured interviews, inquiry group meetings, and written reflections, which included activities such as reading as a group, writing literacy autobiographies, discussing cultural and linguistic backgrounds, and exploring participant-chosen themes and questions around language-related beliefs and teaching. Analysis revealed deep reflection and shifts in thinking among participants. Themes that emerged included gathering insights from personal language and literacy experiences, reflecting on current language ideologies and attitudes, and imagining an engagement with translanguaging pedagogy. Findings suggest that practitioner inquiry is a valuable tool for engaging preservice teachers—particularly those of a similar cultural background and with similar vocational goals—in conversations around identity, language, and pedagogy as it relates to multilingual students. The study contributes to the field by demonstrating a practical approach for teacher education programs that wish to develop preservice teachers’ understanding of how their language ideologies shape the way they plan and police language in the classroom.