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Standing Our Sacred Ground: One School Community's Struggle to Negotiate Restrictive Language Policy

Abstract This is a qualitative case study using ethnographic methods of how one school community has been able to negotiate Arizona's restrictive English only language policies. Drawing from classroom and school-wide observations, extensive interviews, and document collection, this case study explores three key questions in relation to this school's negotiation process: 1) What characterizes the curriculum for English learners (ELs) and bilingual students at the case study school? 2) How do key actors, processes, and cultural practices at the case study school support the negotiation of Proposition 203 and House Bill 2064? and 3) What are the perspectives of key school community stakeholders in relation to the curriculum supporting bilingual... (more)
Created Date 2012
Contributor Newcomer, Sarah Nelle (Author) / Matsuda, Aya (Advisor) / Mccarty, Teresa L. (Committee member) / Martinez-Roldán, Carmen (Committee member) / Arizona State University (Publisher)
Subject Education policy / English as a second language / Elementary education / bilingual education / dual language / ethnographic case study / language education policy / negotiation / school communities
Type Doctoral Dissertation
Extent 282 pages
Language English
Reuse Permissions All Rights Reserved
Note Ph.D. Curriculum and Instruction 2012
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis