New article - Wiley and Wright

[David Johnson]

Wayne,
Thanks so much for sending out this interesting article. I am currently
doing ethnographic research in Philadelphia on language planning and policy
and bilingual program development. As one might expect, an emerging theme is
how Title III of the NCLBA is changing bilingual education and the discourse
surrounding language policy and program development here (and everywhere
else). Here in Philly, there is a relatively rich history of bilingual
education that continues to this day. The school district - teachers,
principals, and district workers - is actively engaging in one-way and
two-way developmental bilingual education planning, policy, and program
development. Despite the English-Only discourse underpinning Title III,
local bilingual language planning goes on, adjusting itself (in terms of
accountability measures but NOT program type) to please the State (more than
the federal government). In some ways, it seems that NCLB (and English-only
discourse) has fomented devotion to developmental multilingual education,
and the district has used money secured through Title III entitlements to
fund one-way and two-way developmental bilingual education. There is perhaps
a disconnect between the ostensibly restrictive English-Only ideology
underpinning the top-down policy and the de facto results, both of which are
influenced by local language planning.

However, this is Philly's story. I know you have done work on high-stakes
and standardized testing and wonder if you, or anyone else on the list, has
been able to see how other school districts (in which bilingual education
has existed or is trying to exist) are dealing with this new policy. Has it
changed bilingual programs? How?

Thanks again for the article!

David
Educational Linguistics, UPenn

P.S. I must use this opportunity to promote the 2004 Annual Ethnography in
Education Research Forum held at the University of Pennsylvania. Anyone
interested in this issue enough to read this email will find many intriguing
presentations at this years conference with the theme "Ethnography as
scientifically based research: Implications for educational policy and
practice." Please see our website at http://www.gse.upenn.edu/cue/forum.php.

>From: Wayne Wright <Wayne.Wright at asu.edu>
>Reply-To: lgpolicy-list at ccat.sas.upenn.edu
>To: lgpolicy-list at ccat.sas.upenn.edu
>Subject: RE: New article -
>Date: Wed, 18 Feb 2004 12:56:59 -0700
>
>Hi Carol,
>
>It's in Vol. 18, No. 1.
>
>It was a bear for me to find it too. To save you the trouble, I'm
>attaching a copy in .pdf format.
>
>Thanks for the interest!
>
>-Wayne
>
>
>
>Wayne E. Wright
>Researcher
>Language Policy Research Unit
>Education Policy Studies Laboratory
>Arizona State University
>www.language-policy.org
>
>
>-----Original Message-----
>From: owner-lgpolicy-list at ccat.sas.upenn.edu
>[mailto:owner-lgpolicy-list at ccat.sas.upenn.edu] On Behalf Of Carol
>Myers-Scotton
>Sent: Wednesday, February 18, 2004 11:29 AM
>To: lgpolicy-list at ccat.sas.upenn.edu
>Subject: RE: New article -
>
>which number is this article in?  I couldn't find it on the web site.
>cms
>
>Carol Myers-Scotton
>Emerita Carolina Distinguished Professor
>Linguistics Program and
>English Department 1620 College St.
>University of South Carolina
>Columbia SC 29208 USA
>Phone: (803)-777-2258
>Fax: (803) 777-9064
>carolms at gwm.sc.edu
>
> >>> Wayne.Wright at asu.edu 2/18/2004 11:30:46 AM >>>
>Several people have expressed interest in getting a copy of our recent
>article--Against the Undertow: Language Minority Education Policy and
>Politics in the "Age of Accountability"
>
>
>
>It is possible to view the article for free on-line for a limited time
>(up to March 31).
>
>
>
>If interested, go to the Education Policy journal website:
>http://www.sagepub.com/journal.aspx?pid=186
>
>
>
>and click on "free access."
>
>
>
>It is a bit of a cumbersome process, and requires a short registration
>form.
>
>
>
>If you have any difficulty, please let me know and I can help you
>obtain
>a copy.
>
>
>
>-Wayne
>
>
>
>
>
>
>
>----- Original Message -----
>
>From: "Wayne Wright" <Wayne.Wright at asu.edu>
>
>To: <BILING at asu.edu>
>
>Sent: Wednesday, February 18, 2004 6:50 AM
>
>Subject:
>
>
>
>The following article was recently published in the journal, Education
>Policy, (Vol. 18, No. 1, pp. 142-168)
>
>
>
>Against the Undertow: Language Minority Education Policy and Politics
>in
>the "Age of Accountability"
>
>
>
>Terrence G. Wiley & Wayne E. Wright
>
>Arizona State University
>
>
>
>Abstract
>
>
>
>This article reviews historical and contemporary policies, ideologies,
>and educational prescriptions for language-minority students. It notes
>language and literacy policies historically have been used as
>instruments of social control and that racism and linguistic
>intolerance
>have often been closely linked with antecedents in the colonial and
>early nationalistic periods as well as in nativists thought of the
>19th
>century. The article concludes that the contemporary English-only and
>antibilingual education movements share features reminiscent of the
>restrictionism of early periods. The article next assesses policies of
>the federal and state governments in accommodating language-minority
>students. Current debates over appropriate assessment of
>language-minority students are backgrounded against the history of the
>testing movement. Recent research on high-stakes testing is reviewed
>with the conclusion that it is not improving the quality of teaching
>and
>learning and appears to be having a negative effect for
>language-minority students.
>
>
>
>
>
>Wayne E. Wright
>
>Researcher
>
>Language Policy Research Unit
>
>Education Policy Studies Laboratory
>
>Arizona State University
>
>www.language-policy.org
>
>
>
>
>
><< WileyandWright-AgainsttheUndertow.pdf >>

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