Contested Communities in a Debate Over Dual-Language Education: The Import of "public" Values on Public Policies

Educational Policy

Volumn 25, Issue 4, 2011, Pages 577-613

  Dorner, Lisa M ^a  

^a UNIVERSITY OF MISSOURI ST LOUIS   (United States)

Author keywords

bilingual education; dual language; immigrants; implementation; two way immersion

Indexed keywords

EID: 79958031298     PISSN: 08959048     EISSN: None     Source Type: Journal    
DOI: 10.1177/0895904810368275     Document Type: Article

References (84)

1. Anagnostopoulos, D. (2006). "Real students" and "true demotes": Ending social promotion and the moral ordering of urban high schools. American Educational Research Journal, 43(1), 5-42.
2. Anagnostopoulos, D., & Rutledge, S.A. (2007). Making sense of school sanctioning policies in urban high schools. Teachers College Record, 109, 1261-1302.
3. Baker, C. (2003). Education as site of language contact. Annual Review of Applied Linguistics, 23, 95-112.
4. Baldauf, R.B., Jr. (2005). Language planning and policy research: An overview. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 957-970). Mahwah, NJ: Lawrence Erlbaum.
5. Baldauf, R.B., Jr., Li, M., & Zhao, S. (2008). Language acquisition management inside and outside the school. In B. Spolsky & F. M. Hult (Eds.), The handbook of educational linguistics (pp. 233-250). Malden, MA: Blackwell.
6. Ball, S.J. (2006). Education policy and social class. New York: Routledge.
7. Baumgartner, F.R., & Jones, B.D. (1993). Agendas and instability in American politics. Chicago: University of Chicago Press.
8. Boyd, W. (1976). The public, the professionals, and educational policy making: Who governs? Teachers College Record, 77, 539-578.
9. Brunn, M. (2002). Policy design as practice: Changing the prospects of Hispanic voices. In S. Wortham, E. G. Murillo, Jr., & E. T. Hamann (Eds.), Education in the New Latino diaspora: Policy and the politics of identity (Vol. 2, pp. 193-213). Westport, CT: Ablex.
10. Carpini, M.X.D., Cook, F.L., & Jacobs, L.R. (2004). Public deliberation, discursive participation, and citizen engagement: A review of the empirical literature. Annual Review of Political Science, 7, 315-344.
11. Charmaz, K. (2003). Grounded theory: Objectivist and constructivist methods. In N. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 249-291). Thousand Oaks, CA: Sage.
12. Christian, D. (2006). Introduction. In F. Genesee, K. Lindholm-Leary, W. M. Saunders, & D. Christian (Eds.), Educating English language learners: A synthesis of research evidence (pp. 1-13). New York: Cambridge University Press.
13. Christian, D., Howard, E.R., & Loeb, M.I. (2000). Bilingualism for all: Two-way immersion education in the United States. Theory into Practice, 39, 258-266.
14. Coburn, C.E. (2006). Framing the problem of reading instruction: Using frame analysis to uncover the microprocesses of policy implementation. American Educational Research Journal, 43, 343-379.
15. Comer, J. (2000). Building successful partnerships: A guide for developing parent and family involvement programs. Bloomington, IN: National Education Service.
16. Cooper, R.L. (1989). Language planning and social change. New York: Cambridge University Press.
17. Corson, D. (1999). Language policy in schools: A resource for teachers and administrators. Mahwah, NJ: Lawrence Erlbaum.
18. Crawford, J. (1999). Bilingual education: History, politics, theory and practice (4th ed.). Los Angeles: Bilingual Educational Services.
19. Delgado-Gaitan, C. (2001). The power of community: Mobilizing for family and schooling. Lanham, MD: Rowman & Littlefield.
20. Dorner, L.M. (2009). English and Spanish "para un futuro"-or just English? Immigrant family perspectives on two-way immersion. International Journal of Bilingual Education and Bilingualism, 3 (13).
21. Dorner, L.M. (in press). Immigrant families and making sense of two-way immersion policies: Context matters. In T. W. Fortune, D. Christian, & D. J. Tedick (Eds.), Immersion education: Practices, policies, possibilities. Clevedon, UK: Multilingual Matters.
22. Dorner, L.M., Orellana, M.F., & Jiménez, R. (2008). "It's one of those things that you do to help the family:" Language brokering and the development of immigrant adolescents. Journal of Adolescent Research, 23, 515-543.
23. Drake, C. (2002). Experience counts: Career stage and teachers' responses to mathematics education reform. Educational Policy, 16, 311-337.
24. Epstein, J. (2001). School, family, and community partnerships: Preparing educators, and improving schools. Boulder, CO: Westview.
25. Fortune, T.W., & Tedick, D.J. (2008a). One-way, two-way, and indigenous immersion: A call for cross-fertilization. In T. W. Fortune & D. J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 3-21). Clevedon, UK: Multilingual Matters.
26. Fortune, T. W., & Tedick, D. J. (Eds.). (2008b). Pathways to multilingualism: Evolving perspectives on immersion education. Clevedon, UK: Multilingual Matters.
27. Freeman, R.D. (1996). Dual-language planning at Oyster Bilingual School: "It's much more than language." TESOL Quarterly, 30, 557-582.
28. García, E.E. (2005). Teaching and learning in two languages: Bilingualism and schooling in the United States. New York: Teachers College Press.
29. Garcia, E.E., & Cuéllar, D. (2006). Who are these linguistically and culturally diverse students? Teachers College Record, 108, 2220-2246.
30. Gee, J. (1990). Social linguistics and literacies: Ideology in discourses. London: Taylor & Francis.
31. González, N. (2005). Children in the eye of the storm: Language socialization and language ideologies in a dual-language school. In A. C. Zentella (Ed.), Building on strength: Language and literacy in Latino families and communities (pp. 162-174). New York: Teachers College Press.
32. Hill, H.C. (2001). Policy is not enough: Language and the interpretation of state standards. American Educational Research Journal, 38, 289-318.
33. Hornberger, N. H. (Ed.). (1996). Indigenous literacies in the Americas: Language planning from the bottom up. New York: Mouton De Gruyter.
34. Hornberger, N. H. (Ed.). (2003). Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings. Clevedon, UK: Multilingual Matters.
35. Johnson, D.C. (2007). Language policy within and without the school district of Philadelphia. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia.
36. Kingdon, J.W. (1995). Agendas, alternatives, and public policies (2nd ed.). New York: Longman.
37. Levinson, B. A. U., Cade, S. L., Padawer, A., & Elvir, A. P. (Eds.). (2002). Ethnography and education policy across the Americas. Westport, CT: Praeger.
38. Lewis, D.A., & Maruna, S. (1998). Person-centered policy analysis. Research in Public Policy Analysis and Management, 9, 213-230.
39. Lin, A.C. (2000). Reform in the making: The implementation of social policy in prison. Princeton, NJ: Princeton University Press.
40. Lincoln, F. (2003). Language education planning and policy in middle America: Students' voices. In N. H. Hornberger (Ed.), Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings (pp. 147-165). Buffalo, NY: Multilingual Matters.
41. Lindholm-Leary, K.J. (2001). Dual language education. North Somerset, UK: Multilingual Matters.
42. Lindholm-Leary, K.J., & Howard, E.R. (2008). Language development and academic achievement in two-way immersion programs. In T. W. Fortune & D. J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 177-200). Clevedon, UK: Multilingual Matters.
43. Lipsky, M. (1980). Street-level bureaucracy: Dilemmas of the individual in public services. New York: Russell Sage.
44. Luke, A. (2003). Literacy and the other: A sociological approach to literacy research and policy in multilingual societies. Reading Research Quarterly, 38, 132-141.
45. Majone, G. (1989). Evidence, argument, and persuasion in the policy process. New Haven, CT: Yale University Press.
46. Majone, G., & Wildavsky, A. (1978). Implementation as evolution. Policy Studies Review Annual, 12, 103-117.
47. McDonnell, L.M. (2004). Politics, persuasion, and educational testing. Cambridge, MA: Harvard University Press.
48. McDonnell, L.M. (2009). Repositioning politics in education's circle of knowledge. Educational Researcher, 38, 417-427.
49. McGroaorty, M. (2002). Evolving influences on educational language policies. In J. W. Tollefson (Ed.), Language policies in education: Critical issues (pp. 17-36). Mahwah, NJ: Lawrence Erlbaum.
50. Merriam, S.B. (2009). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.
51. Mitchell, D.E., Destino, T., Karam, R.T., & Colón-Muñiz, A. (1999). The politics of bilingual education. Educational Policy, 13, 86-103.
52. Orellana, M.F., Dorner, L.M., & Pulido, L. (2003). Accessing assets: Immigrant youth's work as family translators or "para-phrasers." Social Problems, 50, 505-524.
53. Orellana, M.F., Ek, L., & Hernández, A. (1999). Bilingual education in an immigrant community: Proposition 227 in California. International Journal of Bilingual Education and Bilingualism, 2, 114-130.
54. Portes, A. (1996). The new second generation. New York: Russell Sage.
55. Portes, A., & Rumbaut, R.G. (2001). Legacies: The story of the immigrant second generation. Berkeley: University of California Press.
56. Potok, M. (2009). Climate of fear: Latino immigrants in Suffolk County, New York. Retrieved December 3, 2009, from http://www.splcenter.org/news/item.jsp?aid=395.
57. Pressman, J.L., & Wildavsky, A. (1984). Implementation (3rd ed.). Berkeley: University of California Press.
58. Rubin, J. (1977). Bilingual education and language planning. In B. Spolsky & R. L. Cooper (Eds.), Frontiers of bilingual education (pp. 282-294). Rowley, MA: Newbury House.
59. Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. New York: Routledge.
60. Slavin, R.E. (2002). Evidence-based education policies: Transforming educational practice and research. Educational Researcher, 31(7), 15-21.
61. Spillane, J.P. (2000). Cognition and policy implementation: District policymakers and the reform of mathematics education. Cognition and Instruction, 18, 141-179.
62. Spillane, J.P. (2004). Standards deviation: How schools misunderstand education policy. Cambridge, MA: Harvard University Press.
63. Spillane, J.P., Diamond, J.B., Burch, P., Hallett, T., Jita, L., & Zoltners, J. (2002). Managing in the middle: School leaders and the enactment of accountability policy. Educational Policy, 16, 731-763.
64. Spillane, J.P., Reiser, B.J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research Quarterly, 72, 387-433.
65. Spradley, J.P. (1980). Participant observation. Fort Worth, TX: Harcourt Brace.
66. Steinberg, L. (1996). Beyond the classroom: Why school reform has failed and what parents need to do. New York: Touchstone.
67. Stone, D.A. (2002). Policy paradox: The art of political decision making (Rev. ed.). New York: Norton.
68. Strauss, A.L., & Corbin, J.M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
69. Suro, R., & Singer, A. (2002). Latino growth in metropolitan America: Changing patterns, new locations. Washington, DC: The Brookings Institution, Center on Urban & Metropolitan Policy and the Pew Hispanic Center.
70. Thomas, W.P., & Collier, V.P. (1997/1998). Two languages are better than one. Educational Leadership, 55(4), 23-27.
71. Thomas, W.P., & Collier, V.P. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Washington, DC: Center for Research on Education, Diversity & Excellence.
72. Thomas, W.P., & Collier, V.P. (2003). Teaching all students: The multiple benefits of dual language. Educational Leadership, 61(2), 61-65.
73. Tollefson, J.W. (2002). Introduction: Critical issues in educational language policy. In J. W. Tollefson (Ed.), Language policies in education: Critical issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum.
74. Valdés, G. (1997). Dual-language immersion programs: A cautionary note concerning the education of language-minority students. Harvard Educational Review, 67, 391-429.
75. Villenas, S. (2002). Reinventing educación in new Latino communities: Pedagogies of change and continuity in North Carolina. In S. Wortham, E. G. Murillo, Jr., & E. T. Hamann (Eds.), Education in the New Latino diaspora: Policy and the politics of identity (Vol. 2, pp. 17-36). Westport, CT: Ablex.
76. Walford, G. (2002). When policy moves fast, how long can ethnography take? In B. A. U. Levinson, S. L. Cade, A. Padawer, & A. P. Elvir (Eds.), Ethnography and education policy across the Americas (pp. 23-38). Westport, CT: Praeger.
77. Weick, K.E. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage.
78. Wiley, T.G. (1996). Language planning and policy. In S. L. McKay & N. H. Hornberger (Eds.), Sociolinguistics and language teaching (pp. 103-147). New York: Cambridge University Press.
79. Wiley, T.G., & Wright, W.E. (2004). Against the undertow: Language-minority education policy and politics in the "age of accountability." Educational Policy, 18, 142-168.
80. Wolbrecht, C. (2000). The politics of women's rights: Parties, positions and change. Princeton, NJ: Princeton University Press.
81. Wortham, S., Murillo, E. G., Jr., & Hamann, E. T. (Eds.). (2002). Education in the new Latino diaspora: Policy and the politics of identity (Vol. 2). Westport, CT: Ablex.
82. Yanow, D. (1996). How does a policy mean? Interpreting policy and organizational actions. Washington, DC: Georgetown University Press.
83. Yanow, D. (2000). Conducting interpretive policy analysis. Thousand Oaks, CA: Sage.
84. Yanow, D. (2003). Constructing "race" and "ethnicity" in America: Category-making in public policy and administration. Armonk, NY: M.E. Sharpe.