The concept of ideologies and language ideologies that drives this study is one rooted in the social practice of people. This qualitative study seeks to develop an understanding of how teachers' language ideologies mediate their instructional practices with English language learners (ELLs). Given that success in higher education highly depends on the ability to participate in academic discourse, structuralist and reductive literacy practices, mediated by structuralist language ideologies, put ELL students at a distinct disadvantage to be full participants in higher education.
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