Language Policy and Bilingual Education in Arizona and Washington State

Autor/inn/en	Johnson, Eric J.; Johnson, David Cassels
Titel	Language Policy and Bilingual Education in Arizona and Washington State
Quelle	In: International Journal of Bilingual Education and Bilingualism, 18 (2015) 1, S.92-112 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2014.882288
Schlagwörter	Bilingual Education; Language of Instruction; State Policy; Bilingualism; Ethnography; Student Attitudes; Teacher Attitudes; Language Planning; Social Capital; Role; Federal Legislation; Policy Analysis; Semi Structured Interviews; Consultants; Program Development; School Districts; Resource Allocation; Spanish; English (Second Language); Second Language Learning; Participant Observation; Elementary Secondary Education; Arizona; Washington + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; Bilingualismus; Ethnografie; Schülerverhalten; Lehrerverhalten; Sprachwechsel; Sozialkapital; Rollen; Bundesrecht; Politikfeldanalyse; Consultant; Berater; Programmplanung; School district; Schulbezirk; Ressourcenallokation; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teilnehmende Beobachtung
Abstract	In this paper, we compare the bilingual/language education policies of Arizona and Washington to show that state-level language policy plays a critical role in shaping the appropriation of federal language policy [No Child Left Behind Act (NCLB), Title III] and how different state-level language policies impact the district level of policy appropriation. Drawing on Bourdieu's concepts of "habitus" and "doxa," we argue that different types of appropriation, in turn, impact how educators and students orient toward bilingualism. Based on ethnographic research in demographically similar school districts in Arizona and Washington, we juxtapose the voices of students and school faculty from both states to demonstrate how language polices are appropriated and instantiated in distinct ways that may not be predictable based on federal language policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10