[lg policy] Language policy and multilingual identity at home and in school

[Harold Schiffman]

Theses and Dissertations <https://ir.uiowa.edu/etd>

Language policy and multilingual identity at home and in school
<https://ir.uiowa.edu/cgi/viewcontent.cgi?article=8004&context=etd>

*Crissa Lee Stephens*, *University of Iowa*
<https://ir.uiowa.edu/do/search/?q=author_lname%3A%22Stephens%22%20author_fname%3A%22Crissa%22&start=0&context=653496>
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Document Type

Dissertation
Date of Degree

Summer 2018
Access Restrictions

Access restricted until 08/31/2020
Degree Name

PhD (Doctor of Philosophy)
Degree In

Education
First Advisor

David Cassels Johnson
First Committee Member

Elana Shohamy
Second Committee Member

Laura R. Graham
Third Committee Member

Leslie Schrier
Fourth Committee Member

Amanda Thein
Fifth Committee Member

Lia Plakans
Abstract

This study traces the relationship between language policy activity and
multilingual social identity development through schools and homes in a
public school district implementing an English Language Learner (ELL)
program. The social impacts of language policies cannot be fully understood
without consideration of how they impact social identities and opportunity
for the populations they affect (Johnson, 2013; Shohamy, 2006; Tollefson,
1991). Power in language policy processes is seen as multi-layered (Ricento
& Hornberger, 1996), with teachers at the heart. However, there has been
little attention to the powerful role of those whose language practices
policy is meant to regulate: students and parents. Using data gathered in
the schools, homes, and communities of multilingual students over the
course of two years, this critical ethnographic study provides ethnographic
understanding of language policy, language use, literacy learning, and
policy negotiation on the part of parents as they relate to social identity
development. Ultimately, the work extends exploration of the layers of
policy activity to the homes and communities of multilingual students and
their families, uncovering implications about the role of language policies
in shaping equitable educational opportunity. Findings show how
multilingual parents can and should be positioned as powerful negotiators
in language policy processes, leading to implications for transformation in
theory and practice.
Keywords

ESL, Language Policy, Linguistic Anthropology, Multilingual Education,
Social Identity
Pages

xi, 306 pages
Bibliography

Includes bibliographical references (pages 294-306).
Copyright

Copyright © 2018 Crissa Lee Stephens

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 Harold F. Schiffman

Professor Emeritus of
 Dravidian Linguistics and Culture
Dept. of South Asia Studies
University of Pennsylvania
Philadelphia, PA 19104-6305

Phone:  (215) 898-7475
Fax:  (215) 573-2138

Email:  haroldfs at gmail.com
http://ccat.sas.upenn.edu/~haroldfs/

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