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Exploring the Intersections of Local Language Policies and Emergent Bilingual Learner Identities: A Comparative Classroom Study at an Urban Arizona School

Abstract This multilevel, institutional case study used ethnographic methods to explore the intersections of local language policies and emergent bilingual students’ identities in dual language and structured English immersion (SEI) classrooms at one urban elementary school. Using a sociocultural policy approach as means to explore the ways that educational language policies are appropriated and practiced in schools and classrooms and an intersectional literacy identity framework, I engaged in a multilevel qualitative analysis of one school, two fifth-grade classrooms, and four focal emergent bilingual students. At the school and classroom levels, I sought to understand the ways educators practiced and enacted language policies as well as how they c... (more)
Created Date 2018
Contributor Baca, Evelyn Concepcion (Author) / Jimenez-Silva, Margarita (Advisor) / Artiles, Alfredo (Committee member) / Beardsley, Audrey (Committee member) / Casanova, Saskias (Committee member) / Arizona State University (Publisher)
Subject Education / Bilingual education / Education policy / Bilingual Education / Dual language education / Emergent bilinguals / English language learners / Language Policy / SEI
Type Doctoral Dissertation
Extent 216 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Educational Leadership and Policy Studies 2018
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis