Teachers of English Learners Negotiating Authoritarian Policies

  • Lucinda Pease-Alvarez
  • Katharine Davies Samway

Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Table of contents

  1. Front Matter
    Pages i-viii
  2. Lucinda Pease-Alvarez, Katharine Davies Samway
    Pages 1-12
  3. Lucinda Pease-Alvarez, Katharine Davies Samway
    Pages 13-22
  4. Lucinda Pease-Alvarez, Katharine Davies Samway
    Pages 23-44
  5. Lucinda Pease-Alvarez, Katharine Davies Samway
    Pages 53-61
  6. Back Matter
    Pages 63-71

About this book

Introduction

In an effort to reverse the purported crisis in U.S. public schools, the federal government, states, and districts have mandated policies that favor standardized approaches to teaching and assessment.  As a consequence, teachers have been relying on teacher-centered instructional approaches that do not take into consideration the needs, experiences, and interests of their students; this is particularly pronounced with English learners (ELs).  The widespread implementation of these policies is particularly striking in California, where more than 25% of all public school students are ELs.

 

This volume reports on three studies that explore how teachers of ELs in three school districts negotiated these policies.  Drawing on sociocultural and poststructural perspectives on agency and power, the authors examine how contexts in which teachers of ELs lived and worked influenced the messages they constructed about these policies and mediated their decisions about policy implementation.  The volume provides important insights into processes affecting the learning and teaching of ELs.

Keywords

ELLs English Language Learners Educators Advocating for Students Language Policy Literacy learning Literacy teaching OCR Skill and Strategy Instruction Predominated Postructural Perspectives on Agency Standardized testing Stnadardized instruction Teacher agency and Educational Policy Teacher development Teacher-centered pedagogy Top-down literacty initiatives

Authors and affiliations

  • Lucinda Pease-Alvarez
    • 1
  • Katharine Davies Samway
    • 2
  1. 1., Department of EducationUniversity of California, Santa CruzSanta CruzUSA
  2. 2., K-8 Teacher EducationSan José State UniversitySan JoséUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-007-3946-8
  • Copyright Information The Author(s) 2012
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-94-007-3945-1
  • Online ISBN 978-94-007-3946-8
  • Series Print ISSN 2211-1921
  • Series Online ISSN 2211-193X
  • About this book
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