Elementary school teachers' attitudes towards multilingualism and language policy: Kazan, Russia

The dissertation adopts a transdisciplinary approach to study schools as sites of language policy implementation. Contributions of language policy, TESOL and multilingual education, and linguistic anthropology help understand the role of teachers in language education. Of particular interests are teachers’ attitudes towards multilingualism and language policies, namely, the learning and teaching of national (Russian), titular (Tatar) and foreign (English) languages, as well as teachers’ negotiation of language policies in school. Federal, regional and school policy documents, 25 teacher interviews and site observations from a Tatar-medium school (1), a Russian-medium school (2) and a school with intensive English language program (3) in Tatarstan, Russia, were included in the analysis.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Curriculum & Instruction

Year

2015

Author dc:creator

• Gilmetdinova, Alsu M.

Contributors dc:contributor

• Janet Alsup
• Luciana de Oliveira
• Trish Morita-Mullaney
• Laurel S. Weldon
• Wayne E. Wright

• ideology
• language education
• language policy
• multilingualism
• Russia
• teacher attitudes

Repository record dc:identifier

https://docs.lib.purdue.edu/open_access_dissertations/1455

OAI identifier oai:identifier

oai:docs.lib.purdue.edu:open_access_dissertations-2671