Educators Bailan With Policy et Le Pouvoir in the Educação of Multicultural and Multilingual Learners

• In Event: Implementation of Policies to Support Multilingual Learners

Abstract

The larger frame of this study contributes to the literature that examines how educators negotiate, contest, appropriate, and reconstruct federal and state-level policy in their classrooms. More specifically, it contributes to the field of language education policy, and in particular to how educators make sense of, and implement, English Language Development (ELD) Standards. I approach this study through a critical democratic theoretical framework coupled with a conceptual framework that sees policy as a social practice of power. Together, these frameworks open up spaces to consider how educators maneuver power to creatively and intentionally engage with policy. Implications of this study can inform policy processes, educator preparation programs, professional development offerings, and the design of future standards and related tools.

Author

• Fernanda Marinho Kray, University of Wisconsin - Madison