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9781931202282

Immigrant Children and the Politics of English-Only : Views from the Classroom

by ;
  • ISBN13:

    9781931202282

  • ISBN10:

    1931202281

  • Format: Hardcover
  • Copyright: 2002-09-11
  • Publisher: Lfb Scholarly Pub Llc
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Author Biography

Tom Stritikus is Assistant Professor, in the College of Education, University of Washington. He earned his Ph.D. in 2000 from the University of California, Berkeley. He is currently investigating the social and academic transitions of immigrant students in high schools. At the University of Washington, he teaches in the area of Language, Literacy, and Culture

Table of Contents

List of Tables
viii
Introduction
1(12)
From Demographics to School Decisions
2(2)
Bilingual Debate and the Research Context
4(1)
Research Base Supporting Bilingual Education
5(1)
Beyond Research on Program Types
6(1)
Proposition 227: The Attempt to End Bilingual Education
7(3)
Proposition 227 and Language Ideology
10(3)
Teachers' Place in the Local Enactment of Language Policy
13(10)
Research Questions and Purposes of the Study
14(2)
Theoretical Background
16(1)
Proposition 227 and Teachers' Roles in the Reform Process
17(2)
Sociocultural Perspectives on Context, Practice, and Literacy
19(2)
Plan for the Book
21(2)
Research Method, Research Site and Participants
23(18)
Ethnography: Through the Eyes of the Teacher
23(4)
Research Site, Participants and Method
27(1)
Walton Unified School District
27(1)
The Schools
28(1)
The Four Focal Teachers
28(3)
Gaining Access
31(1)
A Note on Terms
32(1)
Data Collection
33(3)
Data Analysis
36(5)
The Proposition 227 Policy Context: Teacher Perceptions and Behavior
41(36)
District Level Decisions: Enablers and Disablers
43(2)
Westway: English Only and Open Court
45(3)
Celia: Tensions, Contradictions, and the Search for Safe Space
48(8)
Connie: Doing English Only, Doing Open Court
56(5)
Summary: Proposition 227 at Westway
61(1)
Open Valley: Charting the Course for Bilingual Education
62(3)
Angelica: Fighting for Bilingual Education
65(5)
Elisa: Mas Rebelde Meets Instructional Insecurities
70(4)
Teachers Actions in the New Policy Context
74(3)
Proposition 227 and Teachers' Work: English-Only and Open Court
77(44)
Learning In Celia's Classroom
77(5)
Tensions, Realities, and Celia's Individual Characteristics
82(1)
Reading/Writing Connection
83(6)
The Nature of Teacher-Student Interaction
89(10)
Individual Qualities of Celia and Classroom Practice
99(2)
Connie: A Different Teacher, A Different Enactment of Practice
101(2)
Enactment of Practice
103(2)
The Nature of the Basics
105(4)
Writing Events in Connie's Classroom
109(5)
Reading: Who Talks and What They Talk About
114(4)
Connie's Individual Qualities and the Enactment of Practice
118(1)
Conclusion
119(2)
Literacy Practice at Open Valley
121(44)
Angelica: A Committed Bilingaul Educator
121(3)
Angelica: Literacy Her Own Way
124(1)
Reading Groups
124(2)
Multidimensional Student Participation
126(5)
Putting the Students in the Story
131(6)
Summary of Classroom Practice: A Culture of Meaning
137(1)
Angelica's Individual Characteristics
138(3)
Elisa: Looking for Guidance in Instruction
141(3)
The Nature of Literacy Instruction
144(1)
Guided Reading: A Mixed Context
145(15)
Summary of Classroom Events in Elisa's Room
160(1)
Local Enactment of Practice and Individual Qualities
160(2)
Conclusion: Teacher Positioning and Literacy Instruction
162(3)
Conclusions
165(12)
Teachers Are More Than Policy Conductors
167(2)
Individual Qualities of Teachers Play a Large Role in Policy
169(2)
Proposition 227 Was Not the Answer to School and District Concerns
171(2)
Meaningful Student Participation
173(2)
Final Thoughts
175(2)
Appendix Focal Events and Literacy Materials 177(4)
References 181(8)
Index 189

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