NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1047914
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
Reference Count: 77
ISSN: ISSN-1367-0050
Language Policy and Bilingual Education in Arizona and Washington State
Johnson, Eric J.; Johnson, David Cassels
International Journal of Bilingual Education and Bilingualism, v18 n1 p92-112 2015
In this paper, we compare the bilingual/language education policies of Arizona and Washington to show that state-level language policy plays a critical role in shaping the appropriation of federal language policy [No Child Left Behind Act (NCLB), Title III] and how different state-level language policies impact the district level of policy appropriation. Drawing on Bourdieu's concepts of "habitus" and "doxa," we argue that different types of appropriation, in turn, impact how educators and students orient toward bilingualism. Based on ethnographic research in demographically similar school districts in Arizona and Washington, we juxtapose the voices of students and school faculty from both states to demonstrate how language polices are appropriated and instantiated in distinct ways that may not be predictable based on federal language policy.
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 - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona; Washington
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001