[lg policy] dissertation: Implementing language policy: Exploring concerns of school principals

[Harold Schiffman]

Implementing language policy: Exploring concerns of school principals
by Grijalva, Giovanna Grajeda, Ed.D., ARIZONA STATE UNIVERSITY, 2009,
154 pages; 3391814


Abstract:

Arizona voters, legislators, and state officials crafted a new
language policy affecting the instruction of English Language Learners
(ELLs) that went into effect in 2007. This policy, labeled by the
Arizona Department of Education as the "Structured English Immersion"
(SEI) model, mandated that all ELLs receive four hours daily of
English Language Development. The purpose of this study was to analyze
the theoretical framing and the juxtaposition of this new language
policy with implementation at school sites. Eight principals provided
interview data that gathered their perspectives on implementing the
SEI model using a modified version of Seidman's "three interview
series." Two conceptual frameworks further assisted with the data
analysis. Yanow's Interpretive Policy Analysis explored state
documents to determine their level of guidance regarding the
implementation of language policy at the school level. Hall & Hord's
Concerns Based Adoption Model (CBAM) identified and documented
principals' levels of concern regarding their need to implement the
new policy while meeting the language needs of ELLs. Triangulation
analyses yielded school principals' awareness of the legal
requirements of the SEI model, but they did not consistently enforce
the prescribed minutes for each area as outlined by the Arizona
Department Education Task Force. Principals interpreted and
implemented the law according to what best fits their school
population, although there were concerns regarding the model. Three
significant concerns emerged with the SEI four hour language model:
(1) violates segregation laws, (2) lack of funding, and (3) fear of
confronting possible ramifications for not implementing the mandate.

	  	
 	
School:	ARIZONA STATE UNIVERSITY
Source:	DAI-A 71/01, p. , Jul 2010
Source Type:	Ed.D.
Subjects:	Bilingual education; English as a Second Language; School
administration
Publication Number:	3391814
  	  	
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