Implementational And Ideological Spaces In Bilingual Education Language Policy  

Oleh:

Johnson, David Cassels

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Bilingual Education and Bilingualism (Full Text) vol. 13 no. 1 (2010), page 61-79.
Topik: language policy; bilingual education; developmental bilingual education; ethnography; critical discourse analysis; NCLB
Fulltext: Vol. 13, No. 1, January 2010, 61-79.pdf (163.56KB)

Isi artikel

This paper presents results from an ethnography of language policy which examined language policy appropriation for bilingual learners in a large urban US school district. The purpose of this article is to explore the space left by current US language policy for developmental bilingual education and, specifically, the focus is on how a group of educators appropriate top-down language policies while engaging in their own local language policy creation. The process of creating the policy illustrates how spaces for bilingual education are pried open by a community of educators who fostered an ideological space which supported multilingualism as a resource for all students. A strong characteristic of this ideological space is the empowerment of bilingual teachers to take ownership of language policy processes and appropriate language policy in a way that benefits bilingual learners.

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