Teachers’ Conceptualizations and Expectations of Culturally a ...

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This article reports a comparative case study of teachers in two elementary schools in the Midwestern United States. The study involved analyzing teachers’ conceptualizations and expectations of culturally and linguistically diverse students, particularly English Learners (ELs). The results of the study revealed underlying monoglossic and racializing language ideologies that sustained teachers’ conceptualizations and expectations of ELs’ literacy development. The article ends with implications for teacher training and future research, particularly considering the new challenges posed by increased student diversity in schools in the United States and around the world.