Journal article
Implementational and ideological spaces in bilingual education language policy
International journal of bilingual education and bilingualism, Vol.13(1), pp.61-79
01/01/2010
DOI: 10.1080/13670050902780706
Abstract
This paper presents results from an ethnography of language policy which examined language policy appropriation for bilingual learners in a large urban US school district. The purpose of this article is to explore the space left by current US language policy for developmental bilingual education and, specifically, the focus is on how a group of educators appropriate top-down language policies while engaging in their own local language policy creation. The process of creating the policy illustrates how spaces for bilingual education are pried open by a community of educators who fostered an ideological space which supported multilingualism as a resource for all students. A strong characteristic of this ideological space is the empowerment of bilingual teachers to take ownership of language policy processes and appropriate language policy in a way that benefits bilingual learners.
Details
- Title: Subtitle
- Implementational and ideological spaces in bilingual education language policy
- Creators
- David Cassels Johnson - Washington State University
- Resource Type
- Journal article
- Publication Details
- International journal of bilingual education and bilingualism, Vol.13(1), pp.61-79
- Publisher
- Taylor & Francis Group
- DOI
- 10.1080/13670050902780706
- ISSN
- 1367-0050
- eISSN
- 1747-7522
- Language
- English
- Date published
- 01/01/2010
- Academic Unit
- Teaching and Learning; Public Policy Center (Archive); Center for Social Science Innovation
- Record Identifier
- 9984283567102771
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