Ideologies, Programs, and Practices: Implications for Second Language Learners.

Autor/in	Hruska, Barbara L.
Titel	Ideologies, Programs, and Practices: Implications for Second Language Learners.
Quelle	(2000), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Bilingual Education Programs; Bilingualism; Critical Theory; Elementary Education; Elementary School Students; Elementary School Teachers; English for Special Purposes; English (Second Language); Ethnography; Grouping (Instructional Purposes); Interviews; Language Minorities; Limited English Speaking; Participant Observation; Power Structure; Second Language Instruction; Second Language Learning; Spanish Speaking; Student Placement + Suchen Sie Ihr Suchwort? Bilingualismus; Kritische Theorie; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnografie; Grouping; Gruppenbildung; Interviewing; Interviewtechnik; Sprachminderheit; Teilnehmende Beobachtung; Fremdsprachenunterricht; Zweitsprachenerwerb; Schülerpraktikum
Abstract	This paper examines the relationship between bilingual and English monolingual populations in a setting where English monolingualism is the norm for most students and teachers. The power dynamics underlying this relationship influence local meanings and practices related to bilingualism and the instruction of second language learners. Student placement procedures and the implications of this practice for all students are analyzed. Data are drawn from a year-long ethnographic study and a year-long follow-up study at the same site. The theoretical framework that guided the studies is based on the research of Norman Fairclough, who asserted that language is dialectically related to society and not an independent, isolated linguistic system. Fairclough conceptualizes language as a site of social negotiation where language, ideology, and unequal power relations interplay. This is followed by a brief description of the research site, population, data collection, data management, and data analysis. It is concluded that the clustering of English-as-a-Second-Language (ESL) and Transitional Bilingual Education (TBE) learners into "pull out" programs is more a reflection of unequal power relations than what is necessarily the best educational practice for all concerned. Questions that should always be asked about an educational model include the following: What are the dominant ideologies in any setting? What are the related practices? and Whom do they serve? (Contains 23 references.) (KFT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01