Planning Micro-Level Language Education Reform in New Diaspora Sites: Two-Way Immersion Education in the Rural Midwest

Autor/inn/en	Paciotto, Carla; Delany-Barmann, Gloria
Titel	Planning Micro-Level Language Education Reform in New Diaspora Sites: Two-Way Immersion Education in the Rural Midwest
Quelle	In: Language Policy, 10 (2011) 3, S.221-243 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-011-9203-x
Schlagwörter	Expertise; Rural Schools; Language Planning; Immersion Programs; Elementary Secondary Education; Bilingual Education; Ideology; School Districts; Educational Change; Hispanic Americans; English (Second Language); Second Language Learning; Personal Narratives; Administrator Attitudes; Teacher Attitudes; Program Development; Teaching Experience; Illinois + Suchen Sie Ihr Suchwort? Expert appraisal; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sprachwechsel; Immersionsprogramm; Bilingual teaching; Bilingualer Unterricht; Ideologie; School district; Schulbezirk; Bildungsreform; Hispanic; Hispanoamerikaner; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Erlebniserzählung; Lehrerverhalten; Programmplanung
Abstract	Discontinuities are often found between top-down language education policies and local language policy enactments, as de facto language policymaking results from stakeholders' negotiation and interpretation of policy mandates. Teachers occupy a particular role in the execution of language education policies, as they are the "final arbiters" of what takes place in the classroom. Due to the spreading of the Latino Diaspora to non-metropolitan areas, US rural school districts experiencing a flow of English language learners represent salient new contexts for language policy implementation. Since 1973, the state of Illinois has mandated a top-down K-12 Transitional Bilingual Education policy for English language learners, which some school districts have contested by creating two-way immersion programs. Drawing on teacher and administrator personal narratives, this study describes a case of primarily White teachers' reintepretation and "correction" of macrolevel language policies and development of a two-way immersion program in rural Illinois. It traces the processes educators experienced when enacting state language policies with limited educational resources and no professional expertise. It also unveils how the implementation of subtractive bilingual education and professional development opportunities shaped teachers' language ideologies and transformed them into resisters of top-down mandates and enactors of a bottom-up dual language policy. While the interplay of macrolevel language policies, teachers' individual professional experiences and evolving language ideologies generated implementational and ideological spaces challenging remedial educational approaches, programmatic choices were also constrained by social forces, as community members challenged the teachers' choice of bilingual teaching for all children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11