Educational policy and literacy learning in an ESL classroom: constraints and opportunities

Ricklefs, Mariana

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Description

Title

Educational policy and literacy learning in an ESL classroom: constraints and opportunities

Author(s)

Ricklefs, Mariana

Issue Date

2012-09-18T21:19:35Z

Director of Research (if dissertation) or Advisor (if thesis)

Dyson, Anne H.

Doctoral Committee Chair(s)

Dyson, Anne H.

Committee Member(s)

• Garcia, Georgia E.
• Willis, Arlette I.
• Darder, Antonia

Department of Study

Curriculum and Instruction

Discipline

Elementary Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• language ideologies
• English Language Learners
• Bilingual Education
• English as a second language (ESL) programs.

Abstract

This dissertation was a qualitative case study of an educational program for English Language Learners (ELL) at an elementary school in a small city in the Midwest. This case study investigated how language ideologies influence the constraints and opportunities for the planning and execution of this educational program. The findings evidenced that multiple and contested language ideologies mediated the design and implementation of the program, which in turn ignited power struggles among school district leaders and the local school teachers. The findings also demonstrated that multiple and conflicting language ideologies affected the expectations of teachers, parents, and students themselves, regarding the school performance of ELL students. The findings of the study also manifested that multiple and contradictory language ideologies influenced the social interactions of ELL students with their native English speaking peers and teachers. Future research could focus on program evaluation, principalship and leadership role, and professional development.

Graduation Semester

2012-08

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Copyright and License Information

Copyright 2012 Mariana Ricklefs

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