From Global Jobs to Safe Spaces: The Diverse Discourses That Sell Multilingual Schooling in the USA

Autor/in	Dorner, Lisa M.
Titel	From Global Jobs to Safe Spaces: The Diverse Discourses That Sell Multilingual Schooling in the USA
Quelle	In: Current Issues in Language Planning, 16 (2015) 1-2, S.114-131 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2014.947013
Schlagwörter	Multilingualism; Self Concept; Educational Benefits; Second Language Learning; Immersion Programs; Ethnography; Elementary School Students; Discourse Analysis; Administrator Attitudes; Parent Attitudes; School Safety; Educational Quality; School Choice; Cultural Influences; Decision Making; Civil Rights; Educational Policy; Language of Instruction; Second Language Instruction; Grounded Theory; Participant Observation; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Selbstkonzept; Bildungsertrag; Zweitsprachenerwerb; Immersionsprogramm; Ethnografie; Diskursanalyse; Elternverhalten; Quality of education; Bildungsqualität; Choice of school; Schulwahl; Cultural influence; Kultureinfluss; Decision-making; Entscheidungsfindung; Bürgerrechte; Grundrechte; Zivilrecht; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Fremdsprachenunterricht; Teilnehmende Beobachtung
Abstract	While much research has demonstrated that English-only rhetoric negatively affects bilingual education for the children of US immigrants, few studies have examined the local negotiations and discourses that shape the development of multilingual programming for English-speaking students. Across the USA, educational leaders and policy-makers today struggle to develop language programs and explain the benefits of multilingualism. To examine these challenges at the local level, this study analyzed data from an 18-month ethnography documenting the development of an elementary (K-5) language immersion school in a predominantly monolingual city. Framed by neo-institutional theory, analyses focused on leaders' and parents' cultural scripts, or the discourses they employed during bottom-up planning processes. Findings demonstrate that the majority of leaders and diverse parents valued multilingualism as a right and resource for all students; however, parents' discourses also stressed the importance of language as a marker of identity, as well as the importance of having quality academics and safe, secure schooling. In other words, cultural scripts beyond those about multilingualism shaped the implementation of--and parents' choices for--language schools. Such results have implications for how school leaders establish, and sell, multilingual programming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01