[lg policy] bibitem: Negotiating Between Restrictive Language Policies and Complex Teaching Conditions: A Case Study of Arizona's Teachers of English Learners

[Harold Schiffman]

Bilingual Research Journal: The Journal of the National Association
for Bilingual Education
Volume 35, Issue 3, 2012

Negotiating Between Restrictive Language Policies and Complex Teaching
Conditions: A Case Study of Arizona's Teachers of English Learners


DOI:
    10.1080/15235882.2012.734545

Erin Mackinneya* & Cecilia Rios-Aguilarb

pages 350-367
Version of record first published: 07 Dec 2012


This article examines how Arizona's teachers of English learners
negotiate between restrictive language policies and complex teaching
conditions. This case study explores how middle school teachers in an
urban school district make sense of the 4-hour English language
development block, Arizona's recent English-only policy. Findings
indicate that teachers' implementation of language policies in their
classroom is shaped by their own language-learning beliefs and
teaching experience. Teachers of English learners, instead of adhering
to or rejecting the ideologies or approaches mandated by the state,
make accommodations concerning their students' English-language
development and content-area learning.

http://www.tandfonline.com/doi/full/10.1080/15235882.2012.734545

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