[lg policy] squib: Purdue U. dissertation available: Educational language policy and the role of advocacy among English Language Professionals in the United States: An historical and case study analysis

Harold Schiffman hfsclpp at GMAIL.COM
Mon Jan 4 16:04:49 UTC 2010


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Educational language policy and the role of advocacy among English
Language Professionals in the United States: An historical and case
study analysis
Karen Elizabeth Mallett2

<?Pub Inc> Reform-oriented efforts geared toward transformative
education and equal educational opportunities for all U.S. school
children (regardless of race, gender, or cultural/linguistic
background) are underway and advocacy is emerging as an important
topic of discussion and debate among language-ineducation specialists,
applied linguists included. In this dissertation, the author (1) draws
on library-based and archival research to situate and trace the
subject of advocacy within the broader, historical framework of the
social sciences within the U.S.; (2) explores diverse origins,
conceptualizations, and personal experiences of advocacy among select
English Language Professionals (ELPs) via interviews; and (3) aims to
move ELPs toward a more comprehensive understanding of and strategy
for advocacy by presenting the first framework for advocacy in the
field. Library and archival research focuses on the emergence,
development, and importance of the first U.S. social science
organization-the American Social Science Association (ASSA). The
pattern of growth, development, and evolution with respect to the
present-day relationship between research-generated knowledge and
advocacy-oriented action among ELPs. With respect to modern-day
understandings and experiences of advocacy, interviews were conducted
with prominent ELPs in the following areas: civil rights law, second
language acquisition, bilingual education, literacy development,
organizational lobbying, language policy and planning, K-12 school
administration, and English education. Interview data and analysis is
organized according to three central themes: (1) the conceptualization
of advocacy as a process; (2) the complexities part-and-parcel to the
process of making research-generated knowledge accessible and
applicable to a non-specialist audience/context; and (3) the need to
discuss advocacy-oriented efforts and opportunities within the context
of professional organizations specifically with respect to issues of
professional development, educational leadership, and teacher
education. Finally, the Heuristic for Advocacy among English Language
Professionals is presented and described. This model, providing ELPs
with a structured and functional framework by which the process of
advocacy can be more comprehensively understood and discussed, is
comprised of five interwoven and non-sequential stages--Inquiry,
Consciousness, Critique, Vision, and Action. The heuristic proposes a
continuum in which the process of generating research-based knowledge
is valued and positively linked to advocacy-oriented efforts.

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