Teachers of English Learners Negotiating Authoritarian Policies

Nonfiction, Reference & Language, Education & Teaching, Teaching, Language Experience Approach, Educational Theory, Educational Reform, Language Arts
Cover of the book Teachers of English Learners Negotiating Authoritarian Policies by Katharine Davies Samway, Lucinda Pease-Alvarez, Springer Netherlands
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Author: Katharine Davies Samway, Lucinda Pease-Alvarez ISBN: 9789400739468
Publisher: Springer Netherlands Publication: February 7, 2012
Imprint: Springer Language: English
Author: Katharine Davies Samway, Lucinda Pease-Alvarez
ISBN: 9789400739468
Publisher: Springer Netherlands
Publication: February 7, 2012
Imprint: Springer
Language: English

In an effort to reverse the purported crisis in U.S. public schools, the federal government, states, districts have mandated policies that favor standardized approaches to teaching and assessment. As a consequence, teachers have been relying on teacher-centered instructional approaches that do not take into consideration the needs, experiences, and interests of their students; this is particularly pronounced with English learners (ELs). The widespread implementation of these policies is particularly striking in California, where more than 25% of all public school students are ELs. This volume reports on three studies that explore how teachers of ELs in three school districts negotiated these policies. Drawing on sociocultural and poststructural perspectives on agency and power, the authors examine how contexts in which teachers of ELs lived and worked influenced the messages they constructed about these policies and mediated their decisions about policy implementation. The volume provides important insights into processes affecting the learning and teaching of ELs.

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In an effort to reverse the purported crisis in U.S. public schools, the federal government, states, districts have mandated policies that favor standardized approaches to teaching and assessment. As a consequence, teachers have been relying on teacher-centered instructional approaches that do not take into consideration the needs, experiences, and interests of their students; this is particularly pronounced with English learners (ELs). The widespread implementation of these policies is particularly striking in California, where more than 25% of all public school students are ELs. This volume reports on three studies that explore how teachers of ELs in three school districts negotiated these policies. Drawing on sociocultural and poststructural perspectives on agency and power, the authors examine how contexts in which teachers of ELs lived and worked influenced the messages they constructed about these policies and mediated their decisions about policy implementation. The volume provides important insights into processes affecting the learning and teaching of ELs.

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