Language Policy Appropriation: Teachers’ Perspectives on Policies and Programs for English Learners Across Five States

Session Submission Type: Symposium

Abstract

This symposium examines teachers’ language policy appropriation across diverse sociopolitical contexts. As more schools grapple with educating growing English learner (EL) populations, it is necessary to understand how teachers make sense of multiple, and oftentimes conflicting, policy messages related to educating these students. Given the wide variation in state language policies, each of the presentations offers analyses from a different state context, including Arizona, California, Texas, Illinois, and Wisconsin. These five states have among the largest proportions and/or the fastest growing populations of ELs in the U.S, yet each represents a distinct language policy environment. As such, this symposium provides a unique cross-state perspective on language policy and reveals teachers’ views of a wide range of programs for ELs.

Sub Unit

• Division G - Social Context of Education / Section 4: Social Context of Educational Policy, Politics, and Praxis

Chairs

• Amy Jennifer Heineke, Loyola University Chicago

• Megan Hopkins, Northwestern University

Papers

• Appropriation of Language Policy: Teach For America Teachers in Arizona - Quanna Cameron, Arizona State University; Amy Jennifer Heineke, Loyola University Chicago

• State Language Policy and Teacher Practice: A Cross-State Comparison of Bilingual Educators’ Language Policy Appropriation - Megan Hopkins, Northwestern University

• Teacher Appropriation of Transitional Bilingual Education in Illinois - Amy Jennifer Heineke, Loyola University Chicago

• Language Policy in Practice: The Case of Wisconsin’s New Latino Diaspora - Rebecca Jane Lowenhaupt, Boston College

Discussant

• Ester J. de Jong, University of Florida