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ERIC Number: EJ1003463
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1523-5882
Emergent Bilinguals: Framing Students as Statistical Data?
Koyama, Jill; Menken, Kate
Bilingual Research Journal, v36 n1 p82-99 2013
Immigrant youth who are designated as English language learners in American schools--whom we refer to as "emergent bilinguals"--are increasingly framed by numerical calculations. Utilizing the notion of assemblage from actor-network theory (ANT), we trace how emergent bilinguals are discursively constructed by officials, administrators, politicians, and the media through the manipulation and publication of school test scores, district data, and state reports. Drawing upon two overlapping, complementary qualitative studies conducted in New York City, we reveal the ways in which this places burdens on emergent bilinguals and their schools and narrows important discussions of bilingual education pedagogies to ones centered on numerical data. (Contains 2 figures and 3 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001