Abstract:
This thesis provides a conceptual analysis of research literature on teachers'
ideology and literacy practices as well as a secondary analysis of three empirical studies
and the ways in which the ideologies of the English as an Additional Language (EAL)
(Street, 2005) teachers in these contexts impact the teaching of literacy in
empowering/disabling ways. Several major theoretical components of Cummins (1996,
2000), Gee (1996, 2004) and Street (1995, 2001) are examined and integrated into a
conceptual triad consisting of three main areas: power and ideology, validation of
students ' cultural and linguistic backgrounds, and teaching that empowers. This triad
provides the framework for the secondary analysis of three empirical studies on the
ideologies of secondary EAL teachers. Implications of the findings from the conceptual
and secondary analyses are examined in light of the research community and secondary
school teachers of EAL.
