Towards Social Justice and Equity in English as an Additional Language (EAL) Policies: The Agency of Immigrant Parents in Language Policy Advocacy in Alberta Schools

Autor/in	Guo, Yan
Titel	Towards Social Justice and Equity in English as an Additional Language (EAL) Policies: The Agency of Immigrant Parents in Language Policy Advocacy in Alberta Schools
Quelle	In: International Review of Education, 67 (2021) 6, S.811-832 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guo, Yan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-022-09935-z
Schlagwörter	Foreign Countries; Immigrants; Social Justice; Equal Education; English (Second Language); Second Language Instruction; Educational Policy; Parent Attitudes; Community Attitudes; Informal Education; Advocacy; Policy Formation; Parent Role; Participative Decision Making; Canada + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Soziale Gerechtigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Elternverhalten; Informelle Bildung; Nichtformale Bildung; Sozialanwaltschaft; Politische Betätigung; Parental role; Elternrolle; Kanada
Abstract	In the context of Canada's reliance on immigration for social and economic development, an effective language policy for migrant students is essential for educational systems. However, existing language policy research puts little emphasis on parental agency, particularly immigrant parents. The qualitative study presented here therefore explored how immigrant parents advocated for more equitable English as an Additional Language (EAL) policies and practices in Alberta, Canada. Through document analysis, interviews with 35 immigrant parents and community members as well as two focus group discussions involving parents and policymakers, this study found that many immigrant parents engaged in intentional informal learning (e.g. workshops, role playing) to acquire knowledge of the EAL system and develop advocacy strategies. Exercising parental agency on behalf of their children, they undertook various collaborative as well as individualised strategies to influence EAL policies. This study challenges the deficit perspective and suggests there is a need to recognise immigrant parents as informed policymakers and engage them as collaborators in decision-making to transform schools and educational systems towards educational equity and justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01