Serving recently reclassified English language learners: Explaining one high school teacher leader's enactment of new state policy through notions of 'context'

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Abstract

This paper presents a recently conducted qualitative case study exploring how a high school ELL teacher leader at one of the most culturally and linguistically diverse schools in Washington State enacted a new funded state policy focused on the content area achievement of recently reclassified English language learner (ELL) students. Drawing and expanding on the notions of situated, professional, material, and external contexts and cultures put forth by Braun, Ball, Maguire, and Hoskins (2011), this work discusses how the interactions of such contexts help explain the teacher leader’s enactment of this ELL-specific policy, which is thought to be the first of its kind in the nation.

Author

• Anna Wheeler Van Windekens, University of Washington - Seattle