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Arbitrating repression language policy and education in Arizona

Arbitrating repression language policy and education in Arizona

 Johnson, Eric J.
 2012
 p. 53-76 English
Ngôn ngữMinority language.Language- in-education.Language policy and planning.Multicultural education.Bilingual education.Ethnography.
Tác giả CN Johnson, Eric J.
Nhan đề Arbitrating repression: language policy and education in Arizona / Eric J. Johnson
Thông tin xuất bản 2012
Mô tả vật lý p. 53-76
Tóm tắt In 2000, voters in the US state of Arizona passed Proposition 203 English for the Children, effectively abolishing bilingual education services in favor of a submersion approach termed Sheltered English Immersion. In this discussion, I use an ethnographic lens to highlight the logistical complexities involved in the negotiation of restrictive educational language policies between macro levels of development, meso levels of interpretation and micro levels of educational application. By looking at language policy as a sociocultural process, I reveal how Arizona’s anti-bilingual education policy has unfolded across various levels of bureaucracy and been enacted in schools where the majority of students come from an immigrant background. Specifically, the current study explores how Proposition 203 has affected patterns of language use in predominantly language-minority classrooms by illustrating the influence of key policy arbiters within politically repressive environments
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Minority language.
Từ khóa tự do Language- in-education.
Từ khóa tự do Language policy and planning.
Từ khóa tự do Multicultural education.
Từ khóa tự do Bilingual education.
Từ khóa tự do Ethnography.
Nguồn trích Language and education- 2012, Vol26, N.5
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a In 2000, voters in the US state of Arizona passed Proposition 203 English for the Children, effectively abolishing bilingual education services in favor of a submersion approach termed Sheltered English Immersion. In this discussion, I use an ethnographic lens to highlight the logistical complexities involved in the negotiation of restrictive educational language policies between macro levels of development, meso levels of interpretation and micro levels of educational application. By looking at language policy as a sociocultural process, I reveal how Arizona’s anti-bilingual education policy has unfolded across various levels of bureaucracy and been enacted in schools where the majority of students come from an immigrant background. Specifically, the current study explores how Proposition 203 has affected patterns of language use in predominantly language-minority classrooms by illustrating the influence of key policy arbiters within politically repressive environments
650[1 7] |a Ngôn ngữ |2 TVĐHHN.
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