Developmental Context(s): Mediating Learning through Language Ideologies

This paper argues for an expanded notion of context and the mediational tools that frame language learning. More specifically, we argue for a more explicit understanding of language ideologies as a key mediating tool and object in learning and development. Language ideologies bring coherence to the interaction of macro-historical processes, micro-discursive practices, and the emerging context(s) of development. The article begins with a framing of the argument within the historical genesis of ‘context’ in sociocultural research. We argue for a cohesive model of language ideologies, activity, and the social organization of learning. Then we proceed to illustrate the multiplicity of mediational artifacts that can be analyzed using a language ideologies perspective. We illustrate our case by drawing on multiple sources of evidence collected in the course of an ethnographic case study of three English learner classrooms. Finally we discuss the implications in light of restrictive language policies and learning outcomes for English learners and other speakers of ‘nonstandard’ varieties.