Language Policy, Language Ideology, and Visual Art Education for Emergent Bilingual Students

Autor/in	Thomas, Beth A.
Titel	Language Policy, Language Ideology, and Visual Art Education for Emergent Bilingual Students
Quelle	In: Arts Education Policy Review, 118 (2017) 4, S.228-239 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2017.1287802
Schlagwörter	Language Attitudes; Student Attitudes; Visual Arts; Bilingualism; English (Second Language); Second Language Learning; Art Education; Teaching Methods; Educational Legislation; Bilingual Education; Federal Legislation; Educational Policy; Elementary Secondary Education; Art Teachers; Teacher Education; Teacher Evaluation; Equal Education; Social Differences; Academic Discourse; English Language Learners; Common Core State Standards; Code Switching (Language); Language Usage; Teacher Certification + Suchen Sie Ihr Suchwort? Sprachverhalten; Schülerverhalten; Optische Gestaltung; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsrecht; Schulgesetz; Bilingual teaching; Bilingualer Unterricht; Bundesrecht; Politics of education; Bildungspolitik; Art teacher; Kunsterzieher; Kunsterzieherin; Lehrerausbildung; Lehrerbildung; Teacher appraisal; Lehrerbeurteilung; Sozialer Unterschied; Discourse; Diskurs; Common core curriculum; Curriculum; Kerncurriculum; Sprachgebrauch
Abstract	In 1968 the Bilingual Education Act marked the first comprehensive federal intervention in the schooling of language minoritized students by creating financial incentives for bilingual education in an effort to address social and educational inequities created by poverty and linguistic isolation in schools. Since that time federal education policies related to language instruction for emergent bilingual students have undergone a number of shifts that reflect changing ideological perspectives on language and citizenship. These shifts, in turn, frame seemingly neutral educational requirements for preservice and practicing art educators related to language and visual art instruction, implicating art educators in ideological stances toward students and families who primarily speak languages other than English. This article reviews the Elementary and Secondary Education Act in its most recent reauthorization as the Every Student Succeeds Act, and offers insight into ideological implications of standards and assessments that impact art educator preparation and art teaching practices with regard to language in the art classroom, including the National Core Arts Standards and the Education Teacher Performance Assessment. Implications regarding ways art education, framed by ideological policies, might support or undermine social and educational inequities educational policies are intended to address are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01