Document Type

Article

Publication Date

4-2013

Publication Title

Education Policy Analysis Archives

Volume

21

Issue

33

Abstract

In this qualitative study, we examined teachers’ language policy appropriation in the English-only state of Arizona. Specifically, we investigated teachers who received their professional placement and preparation through the Teach For America organization. We conducted the research in 2010 and 2011, a period when Arizona state language policy required that English learners be placed in English language development classrooms, separated from mainstream classrooms, to receive four hours of daily skill-based language instruction in language-specific content only, including grammar, vocabulary, reading, writing, and conversation. Through analysis of interview data from seven current corps members and eight alumni teachers, we investigated whether and how professional preparation shaped teachers’ identity and agency to implement prescriptive linguistic and instructional mandates in the classroom.

Comments

Author Posting. © Heineke and Cameron, 2013. This article is posted here by permission of the authors for personal use, not for redistribution. The article was published in Education Policy Analysis Archives, Volume 21, Issue 33, April 2013, http://dx.doi.org/10.14507/epaa.v21n33.2013

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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