Negotiating between Restrictive Language Policies and Complex Teaching Conditions: A Case Study of Arizona's Teachers of English Learners

Autor/inn/en	Mackinney, Erin; Rios-Aguilar, Cecilia
Titel	Negotiating between Restrictive Language Policies and Complex Teaching Conditions: A Case Study of Arizona's Teachers of English Learners
Quelle	In: Bilingual Research Journal, 35 (2012) 3, S.350-367 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2012.734545
Schlagwörter	Teaching Experience; English (Second Language); Second Language Learning; Language Planning; Ideology; Urban Schools; Teaching Conditions; Middle School Teachers; Learning Disabilities; Case Studies; English Only Movement; Teacher Attitudes; Teaching Methods; School Districts; Language Usage; Second Language Instruction; Block Scheduling; Educational Policy; Arizona + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachwechsel; Ideologie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrbedingungen; Unterrichtsbedingungen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Learning handicap; Lernbehinderung; Case study; Fallstudie; Case Study; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; School district; Schulbezirk; Sprachgebrauch; Fremdsprachenunterricht; Block teaching; Blockunterricht; Stundentafel; Politics of education; Bildungspolitik
Abstract	This article examines how Arizona's teachers of English learners negotiate between restrictive language policies and complex teaching conditions. This case study explores how middle school teachers in an urban school district make sense of the 4-hour English language development block, Arizona's recent English-only policy. Findings indicate that teachers' implementation of language policies in their classroom is shaped by their own language-learning beliefs and teaching experience. Teachers of English learners, instead of adhering to or rejecting the ideologies or approaches mandated by the state, make accommodations concerning their students' English-language development and content-area learning. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10