ERIC Number: EJ724692
Record Type: Journal
Publication Date: 2004
Reference Count: 47
Appropriating Policy: Constructing Positions for English Language Learners
Koyama, Jill P.
Bilingual Research Journal, v28 n3 p401-423 Fall 2004
In this ethnographic study, I investigate the ways in which students of Mexican descent who are designated as limited English proficient are "acquired" by particular social positions in a northern California high school. Focusing on two interrelated and reflexive phenomena in the high school--standardized testing for assessing English proficiency and instruction in English Language Development classes--I demonstrate how, through these institutional rituals and their associated discourses, positions for English language learners are constructed, maintained, and challenged. I examine the interactions of the teachers, staff, administrators, and students across various school settings to illuminate the practical implications of, for instance, being designated limited or fluently proficient in English. I suggest that second-language acquisition policy is appropriated with great variability across federal, state, district, and school levels, and I argue that through these courses of action, particular social fields and the positions for English language learners are defined locally as ones of "success" and more often "failure."
Descriptors: Second Language Learning, Ethnography, English (Second Language), Limited English Speaking, Mexican Americans, Educational Policy, Language Proficiency, Standardized Tests, Second Language Instruction
National Association for Bilingual Education, 1030 15th Street, NW, Suite 470, Washington, DC, 20005. Tel: 202-898-1829; Fax: 202-789-2866; e-mail: firstname.lastname@example.org; Web site: http://www.nabe.org.
Publication Type: Journal Articles; Opinion Papers
Education Level: High Schools
Authoring Institution: N/A
Identifiers - Location: California