Monolingual Language Ideologies and the Massachusetts Sheltered English Immersion Endorsement Initiative: A Critical Policy Analysis

Autor/in	Chang-Bacon, Chris K.
Titel	Monolingual Language Ideologies and the Massachusetts Sheltered English Immersion Endorsement Initiative: A Critical Policy Analysis
Quelle	In: Educational Policy, 36 (2022) 3, S.479-519 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang-Bacon, Chris K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904820901465
Schlagwörter	Monolingualism; Educational Policy; Language Attitudes; Multilingualism; English (Second Language); Second Language Learning; State Policy; Teacher Role; Teacher Educators; Context Effect; English Only Movement; Educational Change; Language Usage; Policy Analysis; Faculty Development; English Language Learners; Second Language Instruction; Kindergarten; Elementary Secondary Education; Immersion Programs; Massachusetts + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Sprachverhalten; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerrolle; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsreform; Sprachgebrauch; Politikfeldanalyse; Fremdsprachenunterricht; Immersionsprogramm; Master-Studiengang
Abstract	With U.S. classrooms increasingly characterized by linguistic diversity, policies mandating teacher training around English learning have proliferated. Recent federal oversight prompted Massachusetts to implement an initiative to endorse its 70,000+ teachers in Sheltered English Immersion (SEI). While policy research has productively emphasized teachers as policy interpreters within such initiatives, almost no research exists on the role teacher educators play in the policy interpretive process. Therefore, this study documents how teacher educators across Massachusetts interpreted and operationalized the SEI endorsement policy. Drawing on document and interview analysis, findings highlight key experiences, contextual factors, and ideological dispositions that informed participants' policy interpretations. Instructors navigated tensions between their own goals to affirm linguistic diversity and the monolingual orientations produced through the state's recently overturned English-only policy. These findings demonstrate the affordances of examining the role of language ideologies in policy interpretation, with implications for large-scale language policy initiatives and educational policy interpretation more broadly. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01