INSTITUTO ROSARIO DE INVESTIGACIONES EN CIENCIAS DE LA EDUCACION
Unidad Ejecutora - UE
capítulos de libros
Identities in Shifting Educational Policy Contexts: The Consequences of Moving from Two Languages, One Community to English Only
GREEN, JUDITH; HERAS MONNER SANS, ANA INÉS
Discourses and Identities in Contexts of Educational Change.
Lugar: New York; Año: 2011; p. 155 - 193
In this chapter, we build on these arguments to explore the impact of changes in policies on the opportunities for learning (Tuyay, Jennings, & Dixon, 1995) and on the potentials for identity constructions (e.g., Holland & Cole, 1995; Holland, Lachoite, Skinner, & Cain, 1998; Castanheira, Green, Dixon, & Yeager, 2007) in fifth grade classes between 1993 and 2000 taught by a teacher (Beth) in two different reform initiatives. The first reform context focuses on the period 19931998, where Bilingual Instruction was officially sanctioned; the second period, 19982000, focuses on a reform context in which the district-wide and statewide policy actions led to a change to English Only. To explore the impact of these changes on opportunities for learning and potential identities afforded to students, we created a unique data set consisting of class records constructed in a reform period officially supporting Bilingual Instruction (1993, 1996, and 1997), and a changing reform period supporting a move to English Only (1998; 2000). The anchor for this contrastive analysis was a TESOL Newsletter written by the teacher (Yeager, 1999a).