Negotiating Language Policy and Practice: Teachers of English Learners in an Arizona Study Group

Autor/in	Heineke, Amy J.
Titel	Negotiating Language Policy and Practice: Teachers of English Learners in an Arizona Study Group
Quelle	In: Educational Policy, 29 (2015) 6, S.843-878 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904813518101
Schlagwörter	Language Planning; State Policy; English Language Learners; English (Second Language); Second Language Instruction; English Only Movement; Qualitative Research; Case Studies; Urban Schools; Program Implementation; Discourse Analysis; Language Teachers; Teacher Attitudes; Communities of Practice; Educational Policy; Interviews; Arizona + Suchen Sie Ihr Suchwort? Sprachwechsel; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Qualitative Forschung; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Diskursanalyse; Language teacher; Sprachunterricht; Lehrerverhalten; Community; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik
Abstract	Arizona language policy now requires English learners (ELs) to enroll in "English language development" (ELD) classrooms for 4 hr of skill-based, English-only instruction. In this article, I describe Arizona teachers' interpretation and negotiation of language policy and practice during this time of change to more restrictive mandates. I conducted this qualitative case study with a teacher study group comprised of six ELD teachers and one instructional coach from an urban elementary school during the first semester of language policy implementation. Using discourse analysis of individual interviews, study group dialogue, and institutional documentation, I investigated teachers' talk as they grappled with restrictive policy mandates and effective classroom practice. Findings indicated that teachers negotiated the cultural models inherent in the institutional policy in the study group setting. In the contemporary context of restrictive educational policies, implications for stakeholders center on professional and collaborative support for educators. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01