Emergent Bilinguals: Framing Students as Statistical Data?

Autor/inn/en	Koyama, Jill; Menken, Kate
Titel	Emergent Bilinguals: Framing Students as Statistical Data?
Quelle	In: Bilingual Research Journal, 36 (2013) 1, S.82-99 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2013.778223
Schlagwörter	Accountability; Bilingual Education; Second Language Learning; English Language Learners; Immigrants; Statistical Data; Theories; Discourse Analysis; Classification; Qualitative Research; Teaching Methods; Scores; Standardized Tests; Federal Legislation; Educational Policy; New York + Suchen Sie Ihr Suchwort? Verantwortung; Bilingual teaching; Bilingualer Unterricht; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Theory; Theorie; Diskursanalyse; Classification system; Klassifikation; Klassifikationssystem; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Standadised tests; Standardisierter Test; Bundesrecht; Politics of education; Bildungspolitik
Abstract	Immigrant youth who are designated as English language learners in American schools--whom we refer to as "emergent bilinguals"--are increasingly framed by numerical calculations. Utilizing the notion of assemblage from actor-network theory (ANT), we trace how emergent bilinguals are discursively constructed by officials, administrators, politicians, and the media through the manipulation and publication of school test scores, district data, and state reports. Drawing upon two overlapping, complementary qualitative studies conducted in New York City, we reveal the ways in which this places burdens on emergent bilinguals and their schools and narrows important discussions of bilingual education pedagogies to ones centered on numerical data. (Contains 2 figures and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10