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Conflicting Ideologies and Language Policy in Adult ESL: Complexities of Language Socialization in a Majority-L1 Classroom

This study looks at how language ideologies affect and are revealed in language socialization practices in a majority-L1 adult ESL classroom, particularly looking at language use and policy. It draws on recent theories and critiques of language socialization (Bayley & Langman, 2011; Bronson & Watson-Gegeo, 2008; Garrett & Baquedano-López, 2002; Kulick & Schieffelin, 2004), language ideologies (Woolard, 1998; Woolard & Schieffelin, 1994; Wortham, 2008) and second language learning (Auerbach, 1993; Cook, 1997). Qualitative, semi-ethnographic methods are used to address the intersection of language learning, socialization, and ideologies as related to classroom language use. The study reveals complex language ideologies that value students’ L1s, as well as adherence and resistance to socialization practices. It also reveals complications related to the teacher’s accommodation of languages besides English, particularly Spanish, for minority non-Spanish-speaking students. This paper concludes with implications for teacher pedagogy, policy, and ideologies in mixed-L1 classrooms.