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Voices of Refugee Youth in a Restrictive Educational Language Policy Context: Narratives of Language, Identity and Belonging

Abstract This qualitative study investigates the experiences of ten focal youth who came to the United States as refugees and were placed in Structured English Immersion (SEI) programs in Arizona high schools. The educational language policy for Arizona’s public schools (during the 2014-2015 school year) mandates SEI include four 60-minute classroom periods devoted to reading, writing, grammar, oral English exclusively. Students in SEI thus have restricted access to the full-range of general education courses required for graduation, as well as limited opportunities for social interaction with peers enrolled in the “mainstream” curriculum.

The study investigates how youth understand and navigate the school language policy, practices and discour... (more)
Created Date 2016
Contributor Corley, Kathleen Mary (Author) / McCarty, Teresa L. (Advisor) / Swadener, Elizabeth B. (Advisor) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Subject Education policy / Sociolinguistics / English as a second language / Critical Sociocultural Theory of Language Policy / Identities / Language / Narratives / Social Positioning / Youth Voice
Type Doctoral Dissertation
Extent 235 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Educational Leadership and Policy Studies 2016
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis