ERIC Number: EJ1024149
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
Reference Count: 74
Understanding the Epistemological Divide in ESL Education: What We Learned from a Failed University-School District Collaboration
Marx, Sherry; Saavedra, Cinthya M.
Urban Education, v49 n4 p418-439 Jun 2014
In this critically reflective article, we share our perceptions of the epistemologies that shape our own understanding of successful ESL education and that of a school district that asked us to help redevelop its ESL program. Our differing epistemologies, ours critical and aimed toward social justice, theirs built on what we describe as neoliberal educational discourse and deficit constructions of ELLs and Latinas/os, inevitably led to the collapse of our collaboration. Our differences, particular points of tension, and the impact of this deep and wide chasm on policy and schooling are examined.
Descriptors: Epistemology, English (Second Language), Second Language Instruction, School Districts, Social Justice, Neoliberalism, Hispanic Americans, College School Cooperation, Program Effectiveness, Reflection, Federal Legislation, Educational Legislation, Spanish Speaking, Racial Bias, Minority Groups, Bilingualism, Vocabulary, Chinese, Program Development, Native Speakers, Educational Change
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001