Contextualizing policy appropriation: Teachers' perspectives, local responses, and english-only ballot initiatives

Urban Review

Volumn 40, Issue 4, 2008, Pages 350-370

  Jong, Ester J ^a  

^a UNIVERSITY OF FLORIDA   (United States)

Author keywords

Educational reform; English language learners; English only; Language policy; Policy implementation

Indexed keywords

EID: 55949136124     PISSN: 00420972     EISSN: 15731960     Source Type: Journal    
DOI: 10.1007/s11256-008-0085-y     Document Type: Article

References (79)

1. Adams, D. W. (1995). Education for distinction. American Indians and the boarding school experience 1975-1928. Lawrence, Kansas: University Press of Kansas.
2. Arellano-Houchin, A., Flamenco, C., Merlos, M.M., & Segura, L. (2001). Has California's passage of Proposition 227 made a difference in the way we teach? The Urban Review, 33(3), 221-235.
3. Baker, C. (2006). Foundations of bilingual education and bilingualism (4th ed.). Clevedon: Multilingual Matters.
4. Baron, D. (1990). The English-only question. An official language for Americans? New Haven, CT: Yale University Press.
5. Black, W. R. (2005). Constructing accountability performance for English language learner students. An unfinished journey toward language minority rights. Language Policy, 20(1), 197-224.
6. Clark, K. (1999, June). From primary language instruction to English immersion: How five California districts made the switch. Retrieved August 2, 2004 from http://www.ceousa.org/READ/clark1.doc.
7. Cohen, D. K., & Ball, D. L. (1990). Relations between policy and practice: A commentary. Educational Evaluation and Policy Analysis, 12(3), 331-338.
8. Conklin, N. F., & Lourie, M. A. (1983). A host of tongues. Language communities in the United States. New York: The Free Press.
9. Combs, M. C., Evans, C., Fletcher, T., Parra, E., & Jimenez, A. (2005). Bilingualism for the children: Implementing a dual-language program in an English-only state. Educational Policy, 19(5), 701-728.
10. Cooper, R. L. (1989). Language planning and social change. Cambridge: Cambridge University Press.
11. Crawford, J. (1992). Hold your tongue. Bilingualism and the politics of 'English only'. Reading, MA: Addison-Wesley.
12. Crawford, J. (1998). The bilingual education story: Why can't the news media get it right? Presentation to the National Association of Hispanic Journalists. Retrieved on August 25, 2005 from http://ourworld.compuserve.com/homepages/jwcrawford/NAHJ.htm.
13. Crawford, J. (1999). Bilingual education: History, politics, theory and practice (4th ed.). Los Angeles, CA: Bilingual Education Services.
14. Crawford, J. (2000). At war with diversity. Clevedon: Multilingual Matters.
15. Crawford, J. (2003). Hard sell: Why is bilingual education so unpopular with the American public? Retrieved August 25, 2005 from http://www.asu.edu/educ/epsl/LPRU/features/brief8.htm.
16. Cummins, J. (2000). Language, power, and pedagogy. Bilingual children in the crossfire. Clevedon: Multilingual Matters.
17. Darling-Hammond, L. (1990). Instructional policy into practice: "The power of the bottom over the top". Educational Evaluation and Policy Analysis, 12(3), 339-347.
18. de Jong, E. J., & Bryan, K. (2006). Shaping public opinion on English-only legislation. Paper presented at National Association for Bilingual Education (NABE), Phoenix, AZ.
19. de Jong, E. J., Gort, M., & Cobb, C. D. (2005). Bilingual education within the context of English-only policies: Three districts' responses to Question 2 in Massachusetts. Educational Policy, 19(4), 595-620.
20. Dicker, S. J. (2000). Languages in America. A pluralist view (2nd ed.). Clevedon: Multilingual Matters.
21. Evans, B., & Hornberger, N. H. (2005). No child left behind: Repealing and unpeeling federal language education policy in the United States. Language Policy, 4, 87-106.
22. Fillmore, L. W. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323-334.
23. Galindo, R. (1997). Language wars: The ideological dimensions of the debates on bilingual education. Bilingual Research Journal, 21(2&3), 103-141.
24. Galindo, R. (2004). Newspaper editorial response to California's post-Proposition 227 test scores. Journal of Latinos and Education, 3(4), 227-250.
25. Gándara, P. (2000). In the aftermath of the storm: English learners in the post-227 era. Bilingual Research Journal, 24(1&2), 1-14.
26. Gándara, P., Maxwell-Jolly, J., & Driscoll, A. (2005, April). Listening to teachers of English language learners: A survey of California teachers' challenges, experiences, and professional development needs. The Center for the Future of Teaching and Learning. Retrieved on September 24, 2005, from http://www.cftl.org/ publications_latest.php.
27. Gándara, P., Maxwell-Jolly, J., Garcia, G., Asato, J., Gutierrez, K., Skriticus, T., & Curry, J. (2000). The initial impact of Proposition 227 on the instruction of English learners. Santa Barbara, CA: UC Linguistic Minority research Institute, Education Policy Center. Available online http://www.lmri.ucsb.edu/publications/ 00_prop227effects.pdf.
28. Gándara, P., Rumberger, R., Maxwell-Jolly, J., & Callahan, R. (2003). English learners in California schools: Unequal resources, unequal outcomes. Educational Policy Analysis Archives, 11 (36). Retrieved 9/26/2006 from http://epaa.asu.edu/epaa/v11n36/.
29. Garcia, E. E., & Curry-Rodriguez, J. E. (2000). The education of limited English proficient students in California schools: An assessment of the influence of proposition 227 in selected districts and schools. Bilingual Research Journal, 24(1&2), 15-36.
30. Gonzalez R. D. (Ed.) (2001). Language ideologies: Critical perspectives on the official English movement. Vol. I. Mahwah, NJ: Lawrence Erlbaum.
31. Gonzalez, R. D. (Ed.) (2002). Language ideologies: Critical perspectives on the official English movement. Vol. II. Mahwah, NJ: Lawrence Erlbaum.
32. Gort, M., de Jong, E.J., & Cobb, C. (2006). From policy to practice: The structural and ideological context of sheltered English immersion in Massachusetts. Paper presented at the American Educational Research Association (AERA), San Francisco, CA. April 8-11.
33. Grissom, J. B. (2004). Reclassification of English learners. Educational Policy Analysis Archives, 12(36), 1-38. Available online at http://epaa.asu.edu/epaa/v12n36/v12n36.pdf.
34. Guerrero, M. D. (2004). Acquiring academic English in 1 year. An unlikely proposition for English language learners Urban Education, 39(2), 172-199.
35. Gutierrez, K. D. (2001). Smoke and mirrors: Language policy and educational reform. In J. Larson (Ed.), Literacy as snake oil. Beyond the quick fix (pp. 111-112). New York: Peter Lang.
36. Gutierrez, K. D., Asato, J., Santos, M., & Gotanda, N. (2002). Backlash pedagogy: Language and culture and the politics of reform. The Review of Education, Pedagogy, and Cultural Studies, 24, 335-351.
37. Higham, J. (1998). Strangers in the land. Patterns of American nativism, 1860-1925 (4th ed.). New Brunswick: Rutgers University Press.
38. Hill, E. G. (2004). A look at the progress of English language learners. Sacramento, CA: Legislative Analysts' Office (LAO).
39. Hornberger, N. H. (2003). Literacy and language planning. In Paulston, C. N. & Tucker, G. R. (Eds.), Sociolinguistics. The essential readings (pp. 449-459). Malden, MA: Blackwell.
40. Howard, E. R., Sugarman, J., & Christian, D. (2003). Trends in two-way immersion education: A review of the research. Report 63. Baltimore, MD: Center for Research on the Education of Students Placed At Risk (CRESPAR).
41. Johnson, P. E., & Short, P. M. (1998). Principal's leader power, teacher empowerment, teacher compliance and conflict. Educational Management & Administration, 26(2), 147-159.
42. Kloss, H. (1998). The American bilingual tradition. McHenry, IL: Center for Applied Linguistics and Delta Systems.
43. Macedo, D., Dendrinos, B., & Gounari, P. (2003). The hegemony of English. Boulder, CO: Paradigm.
44. MacGregor-Mendoza, P. (2000). Aqui no se hable espanol: Stories of linguistic repression in Southwest schools. Bilingual Research Journal, 24(4), 333-345.
45. Mahoney, K., Thompson, M., & MacSwan, J. (2005). The condition of English language learners in Arizona: 2004. Tempe, AZ: Arizona State University, Education Policy Studies Laboratory.
46. Maxwell-Jolly, J. (2000). Factors influencing implementation of mandated policy change: Proposition 227 in seven northern California school districts. Bilingual Research Journal, 24 (1&2), 37-56.
47. McLaughlin, M. W. (1987). Learning from experience: Lessons from policy implementation. Educational Evaluation and Policy Analysis, 9(2), 171-178.
48. Montero-Sieburth, M., & Perez, M (1987). Echar Pa'lante, moving onward: The dilemmas and strategies of a bilingual teacher. Anthropology and Education Quarterly, 18(3), 180-189.
49. Mora, J. K. (2002). Caught in a policy web. The impact of educaton reform on Latino education. Journal of Latinos and Education, 1(1), 29-44.
50. Olsen, B., & Kirtman, L. (2002). Teacher as mediator of school reform: An examination of teacher practice in 36 California restructuring schools. Teachers College Record, 104(2), 301-324.
51. Pappano, L. (2006). Sink or Swim. Commonwealth, Winter, 46-61.
52. Paredes, S. M. (2000). How Proposition 227 influences the language dynamics of a first-and second-grade mathematics lesson. Bilingual Research Journal, 24 (1&2), 179-198.
53. Parrish, T. B., Perez, M., Merickel, A., & Linquanti, R. (2006). Effects of the implementation of Proposition 227 on the education of English language learners, K-12. Findings from a 5-year Evaluation: Final Report. San Francisco, CA: American Institutes of Research/WestEd.
54. Pennycook, A. (2001). Lessons from colonial language policies. In R. D. González (Ed.), Language ideologies: Critical perspectives on the offical English movement (Vol. 2, pp. 195-219). Urbana, IL: National Council of Teachers of English.
55. Porter, R. P. (1998). The case against bilingual education. Atlantic Monthly (May), 28,30,38-39.
56. Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. Journal of Sociolinguistics, 4(2), 196-213.
57. Ricento, T. (2005). Problems with the 'language-as-resource' discourse in the promotion of heritage languages in the USA. Journal of Sociolinguistics, 9(3), 348-368.
58. Ricento, T., & Hornberger, N. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30, 401-428.
59. Rodriguez, R. (1982). Hunger of memory. The education of Richard Rodriguez. New York: Bantam Books.
60. Sacchetti, M., & Jan, T. (2006). Bilingual law fails first test. Most students not learning English quickly. Boston Globe, May 21. Retrieved on 5/26/2006 at http://www.boston.com/news/education/k_12/ articles/2006/05/21/bilingual.
61. Sánchez, M. T. (2006). Teacher's experiences implementing English-only educational legislation. Unpublished disseration. Lynch School of Education: Boston College.
62. Schiffman, H. F. (1996). Linguistic culture and language policy. New York, NY: Routledge.
63. Schmid, C. (2000). The politics of English only in the United States: Historical, social, and legal aspects. In R. D. Gonzalez (Ed.), Language ideologies: Critical perspectives on the Official English movement (Vol. 1, pp. 62-86). Urbana, IL: National Council of Teachers of English.
64. Schmidt, R. (2000). Language policy and identity politics in the United States. Philadelphia: Temple University Press.
65. Spradley, J. (1980). Participant observation. New York, NY: Holt, Rinehart, & Winston.
66. Skritikus, T. (2002). Immigrant children and the politics of English-only. New York: LFB Scholarly Publishing LLC.
67. Stritikus, T. (2003). The interrelationship of beliefs, context, and learning: The case of a teacher reacting to language policy. Journal of Language, Identify, and Education, 2(1), 29-52.
68. Stritikus, T. T., & Wiese, A.-M. (2006). Reassessing the role of ethnographic methods in education policy research: Implementing bilingual education policy at local levels. Teachers College Record, 108(6), 1106-1131.
69. Sutton, M., & Levinson, B. A. U. (2000). Introduction: Policy as/in practice - a sociocultural approach to the study of educational policy. In M. Sutton & B. A. U. Levinson (Eds.), Policy as practice. Toward a comparative sociocultural analysis of educational policy (pp. 1-22). Westport, CT: Ablex.
70. Tse, L. (2000). Why don't they learn English: Separating fact from fallacy in the U.S. language debate. New York, NY: Teachers College Press.
71. Tucker, J. T. (2006). The ESL logjam: Waiting times for adult ESL classes and the impact on English learners. Los Angeles, CA: National Association of Latino Elected and Appointed Officials (NALEO).
72. Valdez, E. O. (2001). Winning the battle, losing the war: Bilingual teachers and post-Proposition 227. The Urban Review, 33(3), 237-253.
73. Varghese, M. M., & Stritikus, T. T. (2005). "Nadie me dijo: (Nobody told me):" Language policy negotiation and implications for teacher education. Journal of Teacher Education, 56(1), 73-87.
74. Wiese, A.-M., & Garcia, E. E. (1998). The Bilingual Education Act: Language minority students and equal educational opportunity. Bilingual Research Journal, 22(1), 1-18.
75. Wiley, T. G., & Luke, M. (1996). English-only and standard English ideologies in the U.S. TESOL Quarterly, 30(3), 511-536.
76. Woolard, K. A. (1989). Sentences in the language prison: The rhetorical structuring of an American policy debate. American Ethnologist, 16(2), 268-278.
77. Wright, W. E., & Choi, D. (2006). The impact of language and high-stakes testing policies on elementary school English language learners in Arizona [Electronic Version]. Education Policy Analysis Archives, 14. Retrieved November 12, 2007.
78. Wright, W. (2004). What English-only really means: A study of the implementation of California language policy with Cambodian-American students. International Journal of Bilingual Education and Bilingualism, 7(1), 1-23.
79. Wright, W. (2005). The political spectacle of Arizona's Proposition 203. Educational Policy, 19(5), 662-700.