This article explores the specific ways in which three dual language (DL) teachers from diverse linguistic and cultural backgrounds engaged in ideological clarity (Bartolome, 2000), and then expanded this understanding to engage in what we have identified as linguistic ideological clarity. This process entails self-reflection, the naming of unjust practices through the deployment of linguistic, cultural, and ethnic identities and agency, and the display of critical consciousness seeking to address inequities. Data for this paper comes from two independently conducted qualitative studies in similar U.S. geographical regions. Data sources included life-history and semi-structured interviews, demographic questionnaires, and field notes. This inquiry sheds light on the significant role that linguistic ideological clarity plays in dual language teachers’ language learning ideologies and the principles surrounding their pedagogical practices in racialized contexts. Through the exploration of these teachers’ journeys and actions, we hope to add to the critical work needed within DL contexts.

本文探讨了来自不同语言和文化背景的三名双语（DL）教师从事意识形态清晰度的具体方式（Bartolome，2000），然后将这种理解扩展到我们所确定的语言意识形态清晰度。这一过程需要自我反思，通过语言、文化和种族身份和机构的部署来命名不公正的做法，并表现出寻求解决不平等问题的批判意识。本文的数据来自在美国类似地理区域进行的两项独立的定性研究。数据来源包括生活史和半结构化访谈，人口统计调查问卷和实地记录。这项调查揭示了语言意识形态清晰度在双语教师的语言学习意识形态以及种族背景下的教学实践原则中发挥的重要作用。通过探索这些教师的旅程和行动，我们希望能够补充 DL 背景下所需的关键工作。