Bilingual Teachers' Improvisations as Agentive Policy Work in a Constrained Policy Context

Autor/in	Gumina, Deena
Titel	Bilingual Teachers' Improvisations as Agentive Policy Work in a Constrained Policy Context
Quelle	In: Bilingual Research Journal, 45 (2022) 1, S.26-42 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2022.2079764
Schlagwörter	Bilingual Education; Educational Policy; Monolingualism; Bilingual Students; High Stakes Tests; Student Evaluation; Advocacy; Accountability; Elementary School Teachers; English Language Learners; Grade 3; Grade 4; Grade 5; Spanish; English (Second Language) + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Politics of education; Bildungspolitik; Schulnote; Studentische Bewertung; Sozialanwaltschaft; Verantwortung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study examines how three bilingual education teachers engaged with a transitional bilingual policy while balancing the demands of monolingual high-stakes assessments in ways that contributed to advocacy on behalf of their bilingual learners. The consequences of high-stakes accountability can be exacerbated in bilingual settings, because in these contexts often contradictory assessment policies and language policies interact. In this interaction, bilingual educators can become susceptible to enacting policies that largely fail their bilingual students and ultimately promote the status quo. Applying a Figured Worlds theoretical framing (Holland, Lachicotte, Skinner & Cain, 1998) in a vertical comparison case study design (Bartlett & Vavrus, 2016), the author explores the teacher's policy work from an improvisation lens. Findings reveal that the teachers engaged in both overt and improvisational policy work. The costs associated with the teachers' overt policy work suggests that improvisational agency offers great potential as a strategic and sustainable form of advocacy for bilingual students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01