Appropriating Policy: Constructing Positions for English Language Learners

Autor/in	Koyama, Jill P.
Titel	Appropriating Policy: Constructing Positions for English Language Learners
Quelle	In: Bilingual Research Journal, 28 (2004) 3, S.401-423 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
Schlagwörter	Stellungnahme; Second Language Learning; Ethnography; English (Second Language); Limited English Speaking; Mexican Americans; Educational Policy; Language Proficiency; Standardized Tests; Second Language Instruction; California + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Ethnografie; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanoamerikaner; Politics of education; Bildungspolitik; Language skill; Language skills; Sprachkompetenz; Standadised tests; Standardisierter Test; Fremdsprachenunterricht; Kalifornien
Abstract	In this ethnographic study, I investigate the ways in which students of Mexican descent who are designated as limited English proficient are "acquired" by particular social positions in a northern California high school. Focusing on two interrelated and reflexive phenomena in the high school--standardized testing for assessing English proficiency and instruction in English Language Development classes--I demonstrate how, through these institutional rituals and their associated discourses, positions for English language learners are constructed, maintained, and challenged. I examine the interactions of the teachers, staff, administrators, and students across various school settings to illuminate the practical implications of, for instance, being designated limited or fluently proficient in English. I suggest that second-language acquisition policy is appropriated with great variability across federal, state, district, and school levels, and I argue that through these courses of action, particular social fields and the positions for English language learners are defined locally as ones of "success" and more often "failure." (Author).
Anmerkungen	National Association for Bilingual Education, 1030 15th Street, NW, Suite 470, Washington, DC, 20005. Tel: 202-898-1829; Fax: 202-789-2866; e-mail: nabe@nabe.org; Web site: http://www.nabe.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10