Culturally Sustaining Pedagogy within Monolingual Language Policy: Variability in Instruction

Autor/inn/en	Michener, Catherine J.; Sengupta-Irving, Tesha; Proctor, C. Patrick; Silverman, Rebecca
Titel	Culturally Sustaining Pedagogy within Monolingual Language Policy: Variability in Instruction
Quelle	In: Language Policy, 14 (2015) 3, S.199-220 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-013-9314-7
Schlagwörter	Language Planning; Teaching Methods; Teacher Education; Teacher Attitudes; Language Attitudes; Elementary School Teachers; Ethnography; Cultural Pluralism; Second Language Learning; Case Studies; Educational Policy; Interviews; State Policy; Cultural Maintenance; Observation; English (Second Language); Language Usage; Professional Autonomy; Monolingualism + Suchen Sie Ihr Suchwort? Sprachwechsel; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Sprachverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ethnografie; Kulturpluralismus; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; Beobachtung; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Berufsfreiheit
Abstract	This 5-month ethnographic comparative case study of two culturally and linguistically diverse U.S. elementary classrooms juxtaposes restrictive educational language policies with the theoretical principles of culturally sustaining pedagogy to explore a gap in our understanding of how teachers reflect educational language policies in the range of pedagogical approaches they take. Triangulating data sources from state and local policy documents, classroom observations, and teacher interviews, we identify three salient dimensions of state and local policies that manifested in these two upper-elementary classrooms: teachers' curricular and pedagogical choices; student-teacher participation structures; and teachers' views on language. Similarities and differences between the two classrooms highlight how policy exerts influence on these dimensions while also affording degrees of instructional freedom that varied by teacher, with implications for the learning opportunities for culturally and linguistically diverse students. Overall, however, a limited range of culturally sustaining practices was observed, highlighting the need to understand the spaces in language policy where teachers can mitigate some of the effects of restrictive regulatory approaches to learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01