Contesting Language Orientations: A Critical Multicultural Perspective on Local Language Policy in Two Middle Schools

Autor/inn/en	Cole, Mikel; Puzio, Kelly; Keyes, Christopher; Jimenez, Robert; Pray, Lisa; David, Samuel
Titel	Contesting Language Orientations: A Critical Multicultural Perspective on Local Language Policy in Two Middle Schools
Quelle	In: Middle Grades Research Journal, 7 (2012) 2, S.129-143 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Middle School Students; English Language Learners; Middle Schools; Urban Schools; Multicultural Education; English (Second Language); Second Language Learning; Politics of Education; Critical Theory; Social Environment; Language Role; Reading Comprehension; Linguistics; Language Planning; Language Attitudes; Language Teachers; Spanish; School Policy; Language of Instruction + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Multikulturelle Erziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Educational policy; Bildungspolitik; Kritische Theorie; Soziales Umfeld; Leseverstehen; Linguistik; Sprachwechsel; Sprachverhalten; Language teacher; Sprachunterricht; Spanisch; Schulpolitik; Teaching language; Unterrichtssprache
Abstract	This article presents findings drawn from the development of an intervention designed to leverage Spanish to improve English reading comprehension. Five teachers and 18 middle school English language learners (ELLs) in 2 urban middle schools participated in the project over the course of an academic year. Analysis of policy documents, interviews, and observations reveals the presence of multiple language orientations in the enactment of local language policy, and these differing orientations afford and constrain ELLs' access to languages other than English. The authors conclude that opportunities for critical multicultural educators to engage inequity and promote linguistic diversity exist at multiple levels of the educational system, from state administrators to local principals and teachers. Moreover, findings suggest that students also participate in the enactment of policy, and students' orientations to linguistic diversity impact the implementation of multicultural instruction. (Contains 1 table and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10