“I Used To Know That”: What Happens When Reform Gets Through The Classroom Door

Dixon, Carol N.; Green, John; Yeager, Beth; Baker, Doug; Fránquiz, María E.

doi:10.1080/15235882.2000.10162754

Cited by 12 publications

(5 citation statements)

References 7 publications

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“…Advocacy efforts to sustain bilingual programs in districts or schools with an established history of supporting native language instruction and bilingual programs can generate less risk than in contexts where English-only, monolingual-oriented policies prevail. In the latter, advocating for bilingual programs can become more challenging, more isolating, and more risky (Arce, 2004;Cahnmann & Varghese, 2005;Constantino & Faltis, 1998;De Jong, 2008;Dixon et al, 2000;De Jong, Gort, & Cobb, 2005;Varghese & Stritikus, 2005). Even in these contexts, however, teacher advocates can and do engage in bilingually oriented practices that resist the monolingual ideologies through the use of bilingual materials and hybrid language practices.…”

Section: Discussionmentioning

confidence: 96%

“…No Child Left Behind (U. S. Department of Education, 2001), combined with state mandates to abolish bilingual education, have all but eradicated public support for bilingual approaches to the education of immigrants despite decades of research in support of bilingually oriented practices (Brisk, 1998;Cummins, 2000;García, Kleifgen, & Flachi, 2008;Genesee, Lindholm-Lleary, Saunders, & Christian, 2006). A significant consequence of the shift in public opinion is that bilingual educators find themselves in contested environments where notions of best practice for emergent bilinguals 1 contradict dominant, i.e., publicly sanctioned, practices (Crawford, 2004;De Jong, 2008;Dixon, Green, Yeager, Baker, & Fránquiz, 2000;Hornberger & Johnson, 2007). More than ever before, teachers of emergent bilinguals must go against the grain to advocate for bilingual practices in their districts.…”

Section: Introductionmentioning

confidence: 97%

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Teacher Advocacy in Bilingual Programs

Dubetz

Jong

2011

Bilingual Research Journal

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As a consequence of changes in federal and state policies in education, educators who believe in the value and importance of bilingualism find themselves in a contested environment where their notions of best practices for emergent bilinguals contradict those espoused in such policies. In this context, acts of advocacy that support bilingual practices become an important part of teachers' work. The purpose of this article is to identify what advocacy for bilingual learners would and could entail, using studies that have focused on the work of bilingual educators in bilingual programs. Drawing on conceptual work and a review of 30 empirical studies, the article describes how bilingual teacher advocacy is conceptualized in and beyond the classroom setting. It concludes with insights regarding the multifaceted, complex phenomenon of teacher advocacy and its relevance to future research and teacher preparation for emergent bilingual learners.

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Section: Discussionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 97%

Teacher Advocacy in Bilingual Programs

Dubetz

Jong

2011

Bilingual Research Journal

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“…Dixon, Green, Yeager, Baker, and Franquiz (2000) argue that the restriction of primary language and the rise of scripted literacy programs is part of the larger trend of restricting options and resources of teachers, and the general de-skilling of the teaching profession. Dixon, Green, Yeager, Baker, and Franquiz (2000) argue that the restriction of primary language and the rise of scripted literacy programs is part of the larger trend of restricting options and resources of teachers, and the general de-skilling of the teaching profession.…”

Section: Discussionmentioning

confidence: 99%

The Interrelationship of Beliefs, Context, and Learning: The Case of a Teacher Reacting to Language Policy

Stritikus¹

2003

Journal of Language, Identity & Education

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In this article, I trace the complex ways that literacy and language policy are translated into classroom practice through the examination of a single telling case. 1 I demonstrate that the role teachers play in the process can best be understood by considering a variety of factors which have been advanced in policy research to explain variations in policy implementation. These include the nature of the local school context, the beliefs and experience of the teacher, and ways in which the teacher might learn from the new policy context. I underscore these claims with empirical data related to a teacher's role in the enactment of Proposition 227-the California initiative designed to end bilingual education. The article presents select findings from a 1½-year-long ethnographic study of a California district that allowed individual schools to develop their own Proposition 227 implementation plans. Through detailed examinations of the classroom literacy practice of a former bilingual teacher, this article illustrates how the individual qualities of a teacher played a significant role in the enactment of literacy practice.

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“…Readers of Smith’s chapter, therefore, are afforded a unique opportunity to develop a deep history of ethnographic inquiry in education and other disciplines, which makes visible differences among ethnography of education, undertaken by researchers in other disciplines; ethnography in education, undertaken by education researchers to address areas relevant to educators; and ethnography for education, designed to support transformation in education to address issues of equity of access for diverse learners (cf. Bloome et al, 2018; Dixon et al, 2000; Green & Bloome, 1997).…”

Section: Analysis Of Foundational Reviews Of the Roots Of Microethnogmentioning

confidence: 99%

Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach

Green

Baker

Chian

et al. 2020

Review of Research in Education

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This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal reviews of literature that frame theoretical and methodological developments of microethnography and functions language in classrooms with diverse learners. Part 2 presents two telling case studies that illustrate the logic-of-inquiry of (ME/DA) approaches. These telling case studies make transparent how theoretical considerations of cultural perspectives on education inform decisions regarding research methodology. Telling Case Study 1 makes transparent the logic-of-inquiry undertaken to illustrate how microanalyses of discourse and action among participants in a physics class provided an empirical grounding for identifying how different groups undertook a common task. This case study shows how ethnographically informed discourse analyses formed a foundation to theoretically identify social processes of knowledge construction. Telling Case Study 2 makes transparent multiple levels of analysis undertaken to examine ways that creative processes of interpretation of art were communicated and taken up in an art studio class across multiple cycles of activity. Taken together, these telling case studies provide evidence of how ME/DA provides a theoretically grounded logic-of-inquiry for investigating complex learning processes in different educational contexts.

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“I Used To Know That”: What Happens When Reform Gets Through The Classroom Door

Cited by 12 publications

References 7 publications

Teacher Advocacy in Bilingual Programs

Teacher Advocacy in Bilingual Programs

The Interrelationship of Beliefs, Context, and Learning: The Case of a Teacher Reacting to Language Policy

Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach

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