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ERIC Number: EJ803912
Record Type: Journal
Publication Date: 2008-Jul
Pages: 16
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-1066-5684
English or Nothing: The Impact of Rigid Language Policies on the Inclusion of Humanizing Practices in a High School ESL Program
del Carmen Salazar, Maria
Equity & Excellence in Education, v41 n3 p341-356 Jul 2008
This article discusses the results of a qualitative case study that examined how school district language policies impact humanizing practices in a high school ESL program. The theoretical framework builds on Paulo Freire's concept of humanizing pedagogy to explore policy and instruction in a secondary ESL program. Participants of this study include school district officials and high school ESL teachers. Findings indicate that when ESL teachers adhere to rigid language policies, they fail to create humanizing practices in their classrooms. In contrast, when teachers do not hold themselves strictly accountable to the institutionalized discourse of ESL, they are able to enact humanizing practices where students' linguistic and cultural resources are validated as essential for the development of academic resiliency. Paradoxically, even teachers who enact humanizing practices fail to question district language policies that render students cultural and linguistic resources invalid. (Contains 2 tables.)
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: N/A
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A