[lg policy] Implementational and ideological spaces in bilingual education language policy

[Harold Schiffman]

Implementational and ideological spaces in bilingual education language policy
Author: David Cassels Johnson
Affiliation:   Department of Teaching and Learning, Washington State
University, Pullman, WA, USA

DOI: 10.1080/13670050902780706
Publication Frequency: 6 issues per year
Published in:  International Journal of Bilingual Education and
Bilingualism, Volume 13, Issue 1 January 2010 , pages 61 - 79
First Published on: 08 July 2009
Subjects: Education; Modern Foreign Languages;




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.
Keywords: language policy; bilingual education; developmental
bilingual education; ethnography; critical discourse analysis; NCLB

http://www.informaworld.com/smpp/502653586-57059622/content~db=all~content=a913009088

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