"Cultivando Confianza": A Bilingual Community of Practice Negotiates Restrictive Language Policies

Autor/inn/en	Newcomer, Sarah N.; Puzio, Kelly
Titel	"Cultivando Confianza": A Bilingual Community of Practice Negotiates Restrictive Language Policies
Quelle	In: International Journal of Bilingual Education and Bilingualism, 19 (2016) 4, S.347-369 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2014.983043
Schlagwörter	Communities of Practice; Bilingual Education; Language Planning; Ethnography; Parent Teacher Cooperation; Educational Policy; Policy Formation; Language Minorities; Family Role; Focus Groups; Classroom Observation Techniques; Best Practices; Spanish Speaking; English (Second Language); Bilingualism; Alignment (Education); Semi Structured Interviews; Qualitative Research; Case Studies; Arizona + Suchen Sie Ihr Suchwort? Community; Bilingual teaching; Bilingualer Unterricht; Sprachwechsel; Ethnografie; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Politics of education; Bildungspolitik; Politische Betätigung; Sprachminderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Qualitative Forschung; Case study; Fallstudie; Case Study
Abstract	Drawing from an ethnographic study of how one school community negotiates English-only policy in Arizona, we investigated how a bilingual community of practice was established at one school. Integral to establishing this bilingual community was the mobilization of Spanish-speaking families in the school's daily life and operation. This school-parent mutual engagement cultivated feelings of "confianza," or trust, between educators and families, and ultimately facilitated the use of parent waivers to opt out of the state's mandated English-only program. Implications include the significance of establishing bilingual communities of practice and the need to engage the entire school community, especially families, in policy negotiation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01