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From Personal to Political: Proposition 227, Literacy Instruction, and the Individual Qualities of Teachers
Stritikus, Tom T.
Article from Journal - ilmiah internasional
International Journal of Bilingual Education and Bilingualism (Full Text) vol. 4 no. 5 (2001)
page 291 — 309.
Vol. 4, No. 5, 291-309.pdf
Passed by the California electorate in June of 1998, Proposition 227, the voter initiative mandating English-immersion instruction for amajority of the state’s language minority students, represents a weighty experiment in the legislation of educational and linguistic policy. The proposition has creatednewconditions for the schooling of many of the state’s 1.5million English learners. This ethnographic study examines the local enactment of literacypractice in the newpolicy context createdby Proposition 227.The researchconsiders the influence of the lawon two elementary schools in a rural district that allowed schools to choose how they would implement Proposition 227. The schools implemented Proposition 227 in very different ways. One school pursued parentalwaivers and continued its bilingual programme, while the second school fully implemented the English-only provisions outlined in Proposition 227. The analysis explores the connection betweenthe individual qualities of three teachers– their entry into the field of teaching, educational history, and political ideology – and theirmediation of the mandates of Proposition 227.
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