"Quit Talking and Learn English!": Conflicting Language Ideologies in an ESL Classroom

Abstract

This article addresses the relationship between educational theory—as manifested in particular ideologies of teaching and learning—and classroom practice. Based on an ethnographic study of English‐as‐a‐second‐language (ESL) learning at a Canadian senior public school, I outline a conflict between two language ideologies that give shape to, and are shaped by, the classroom practices of the ESL teacher, his assistants, and the students. I discuss the implications of this ideological conflict in terms of the opportunities ESL students are given, and that they create for themselves, to practice speaking English. I end by outlining how these findings can be used to shape educational policy as it relates to ESL classroom curricula in order to create a more equitable learning environment for ESL students.

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