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Tác giả CN
| Johnson, Eric J. | |
Nhan đề
| Arbitrating repression: language policy and education in Arizona /Eric J. Johnson | |
Thông tin xuất bản
| 2012 | |
Mô tả vật lý
| p. 53-76 | |
Tóm tắt
| In 2000, voters in the US state of Arizona passed Proposition 203 English for the Children, effectively abolishing bilingual education services in favor of a submersion approach termed Sheltered English Immersion. In this discussion, I use an ethnographic lens to highlight the logistical complexities involved in the negotiation of restrictive educational language policies between macro levels of development, meso levels of interpretation and micro levels of educational application. By looking at language policy as a sociocultural process, I reveal how Arizona’s anti-bilingual education policy has unfolded across various levels of bureaucracy and been enacted in schools where the majority of students come from an immigrant background. Specifically, the current study explores how Proposition 203 has affected patterns of language use in predominantly language-minority classrooms by illustrating the influence of key policy arbiters within politically repressive environments | |
Đề mục chủ đề
| Ngôn ngữ--TVĐHHN. | |
Thuật ngữ không kiểm soát
| Minority language. | |
Thuật ngữ không kiểm soát
| Language- in-education. | |
Thuật ngữ không kiểm soát
| Language policy and planning. | |
Thuật ngữ không kiểm soát
| Multicultural education. | |
Thuật ngữ không kiểm soát
| Bilingual education. | |
Thuật ngữ không kiểm soát
| Ethnography. | |
Nguồn trích
| Language and education- 2012, Vol26, N.5 |
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| 039 | |a20200722092253|bhuongnt|y20160822102107|zkhiembt |
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| 100 | 1|aJohnson, Eric J. |
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| 245 | 10|aArbitrating repression: language policy and education in Arizona /|cEric J. Johnson |
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| 260 | |c2012 |
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| 300 | |ap. 53-76 |
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| 362 | 0|aVol. 26 (January 2012) |
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| 520 | |aIn 2000, voters in the US state of Arizona passed Proposition 203 English for the Children, effectively abolishing bilingual education services in favor of a submersion approach termed Sheltered English Immersion. In this discussion, I use an ethnographic lens to highlight the logistical complexities involved in the negotiation of restrictive educational language policies between macro levels of development, meso levels of interpretation and micro levels of educational application. By looking at language policy as a sociocultural process, I reveal how Arizona’s anti-bilingual education policy has unfolded across various levels of bureaucracy and been enacted in schools where the majority of students come from an immigrant background. Specifically, the current study explores how Proposition 203 has affected patterns of language use in predominantly language-minority classrooms by illustrating the influence of key policy arbiters within politically repressive environments |
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| 650 | 17|aNgôn ngữ|2TVĐHHN. |
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| 653 | |aMinority language. |
|---|
| 653 | |aLanguage- in-education. |
|---|
| 653 | |aLanguage policy and planning. |
|---|
| 653 | |aMulticultural education. |
|---|
| 653 | 0|aBilingual education. |
|---|
| 653 | 0 |aEthnography. |
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| 773 | 0|tLanguage and education|g2012, Vol26, N.5 |
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| 890 | |a0|b0|c0|d0 |
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