Research Summary: Sociolinguist within: critical language awareness, linguistic ideologies, and the creation of heteroglossic ideological and implementational spaces in teacher preparation

Policy governing teacher preparation in the United States, specifically California's Teacher Performance Expectations (TPEs), is largely based on a 'monoglossic' ideology that emphasizes a single language standard. This is increasingly conflicting with a movement towards 'heteroglossic' approaches, which recognize and value linguistic diversity, within the teacher preparation professional community. This tension is explored through an analysis of how preservice teachers critically engage with these policies, particularly concerning Standard English (SE) and Academic English (AE) constructs, using survey data from 128 preservice teachers.

Why it matters

The divergence between established policy frameworks and evolving professional best practices in education presents a significant challenge to workforce development and operational effectiveness. Understanding this tension is crucial for ensuring that future educators are adequately prepared to serve diverse populations and to foster inclusive learning environments, which impacts long-term societal equity and economic competitiveness.

Key insights

• US teacher preparation policy is characterized by a 'monoglossic' ideological framework.
• There is a growing advocacy for 'heteroglossic' stances within the teacher preparation professional community.
• California's Teacher Performance Expectations (TPEs) reflect the dominant monoglossic policy.
• Preservice teachers are actively engaging with and negotiating the linguistic ideologies embedded in the TPEs.
• The constructs of Standard English (SE) and Academic English (AE) impose specific demands on preservice teachers.
• Critical Action Research (CAR) with 128 preservice teachers provided insights into their engagement with these language policies.
• The research utilized survey data from five cohorts of a multicultural foundations of education course.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1936120