Contested Communities in a Debate over Dual-Language Education: The Import of "Public" Values on Public Policies

Autor/in	Dorner, Lisa M.
Titel	Contested Communities in a Debate over Dual-Language Education: The Import of "Public" Values on Public Policies
Quelle	In: Educational Policy, 25 (2011) 4, S.577-613 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904810368275
Schlagwörter	Qualitative Research; Interdisciplinary Approach; Debate; Participation; School Personnel; School Districts; Public Policy; Educational Policy; Language Planning; Immigrants; Politics of Education; Bilingual Education; Bilingual Education Programs; Context Effect; Government School Relationship; English (Second Language); Second Language Learning; Elementary Schools; Illinois + Suchen Sie Ihr Suchwort? Qualitative Forschung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Debating; Streitgespräch; Teilnahme; Schulpersonal; School district; Schulbezirk; Öffentliche Ordnung; Politics of education; Bildungspolitik; Sprachwechsel; Immigrant; Immigrantin; Immigranten; Educational policy; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Elementary school; Grundschule; Volksschule
Abstract	This study examines how public debate can shape school district policy. Using qualitative methods and an interdisciplinary framework that weaves an interpretive approach to policy implementation with the language policy and planning literature, the analysis demonstrates that immigrant voices were mostly absent in a debate over a new dual-language program. Instead, English-dominant participants alluded to various "community" values and persuaded policy makers to implement dual-language classes throughout the district rather than in sites favored by policy advocates, including immigrant families. The article concludes that language policy implementation is a value-laden process in which public deliberation reflects dominant cultural "discourses," which can shape what a policy ultimately becomes. (Contains 5 notes, 2 tables, and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10