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Policy as Practice: The Experiences and Views of Learners and Teachers in Restrictive Language Contexts

Abstract This study reports on research that explores local manifestations of Arizona's English-only language education policy by investigating the experiences of selected English language learners (ELLs) with reclassification into mainstream classrooms and four of their classroom teachers. In this study, I employed ethnographic methods (participant observation, document collection, interviewing, and focus groups) to investigate what practices emerge after ELLs are reclassified as "Fluent English Proficient" (FEP) students and moved from "the four-hour English Language Development (ELD) block" into mainstream classrooms. With a focus on the perspectives and experiences of twelve 5th and 6th grade elementary school students an... (more)
Created Date 2013
Contributor Fredricks, Daisy Ellen (Author) / Warriner, Doris S. (Advisor) / Arias, M. Bea (Committee member) / Warhol, Larisa (Committee member) / Arizona State University (Publisher)
Subject English as a second language / Education policy / English language learners / Language Policy / Policy as Practice
Type Doctoral Dissertation
Extent 238 pages
Language English
Reuse Permissions All Rights Reserved
Note Ph.D. English 2013
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis