Intersection of Language, Class, Ethnicity, and Policy: Toward Disrupting Inequality for English Language Learners

Autor/inn/en	Jiménez-Castellanos, Oscar; García, Eugene
Titel	Intersection of Language, Class, Ethnicity, and Policy: Toward Disrupting Inequality for English Language Learners
Quelle	In: Review of Research in Education, 41 (2017) 1, S.428-452 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
Schlagwörter	Social Class; Ethnicity; Educational Policy; Policy Analysis; Equal Education; English Language Learners; Spanish Speaking; Hispanic American Students; Low Income; Elementary School Students; Secondary School Students; Immigrants; Social Bias; Court Litigation; Power Structure; Politics of Education; English (Second Language); Second Language Learning; Cultural Background; Mexican Americans; Correlation; Academic Achievement; Public Policy; Arizona + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Ethnizität; Politics of education; Bildungspolitik; Politikfeldanalyse; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Niedriglohn; Sekundarschüler; Immigrant; Immigrantin; Immigranten; Rechtsstreit; Educational policy; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Korrelation; Schulleistung; Öffentliche Ordnung
Abstract	This chapter proposes a conceptual framework that merges intersectionality and policy analysis as an analytical tool to understand the nuanced, multilayered, compounded educational inequality encountered specifically by low-income, Latino Spanish-speaking students in Arizona K-12 public schools as a function of intersecting educational policies. In addition, it provides a conceptual framework that counters and provides an alternative to the Arizona model that strives toward interrupting inequality. The conceptual framework is grounded in culture, language, and learning that provides a pathway to interrupt inequality by acknowledging the intersectional social constructs of an English language learner (ELL). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01