Persistent Link:
http://hdl.handle.net/10150/290159
Title:
Political and educational perspectives of effective ELL education
Author:
Brown, Darla M.
Issue Date:
2005
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This dissertation examines the political and educational perspectives regarding English Language Learner (ELL) education. The broad context is the state of Arizona between 2000 and 2004. The specific context is the community of Rio Verde, a border town in Arizona. The data for this study consisted of a document review and analysis and interviews. The document review was of public documents. The interviews were with 10 study participants from the community of Rio Verde consisting of teachers, administrators, former students, and parents. The document analysis revealed two distinct positions regarding the education of ELL students; those in favor of English-only policies and practices and those against English-only policies and practices. The study participants from Rio Verde focused on beliefs about bilingualism and binationalism, immigration, the local history of ELL education, systemic inequities, and the role of the teacher in ELL education. Implications from this study that may be used to inform ELL policy and practice included: effective methodologies for ELL students based on educational research, collaboration in language policy development, placing value on the local context and history, discussion, reflection, and research as decision-making, and, teacher education programs' focus on ELL education.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Language and Literature.; Education, Bilingual and Multicultural.; Sociology, Ethnic and Racial Studies.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Language, Reading and Culture
Degree Grantor:
University of Arizona
Advisor:
Short, Kathy G.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titlePolitical and educational perspectives of effective ELL educationen_US
dc.creatorBrown, Darla M.en_US
dc.contributor.authorBrown, Darla M.en_US
dc.date.issued2005en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis dissertation examines the political and educational perspectives regarding English Language Learner (ELL) education. The broad context is the state of Arizona between 2000 and 2004. The specific context is the community of Rio Verde, a border town in Arizona. The data for this study consisted of a document review and analysis and interviews. The document review was of public documents. The interviews were with 10 study participants from the community of Rio Verde consisting of teachers, administrators, former students, and parents. The document analysis revealed two distinct positions regarding the education of ELL students; those in favor of English-only policies and practices and those against English-only policies and practices. The study participants from Rio Verde focused on beliefs about bilingualism and binationalism, immigration, the local history of ELL education, systemic inequities, and the role of the teacher in ELL education. Implications from this study that may be used to inform ELL policy and practice included: effective methodologies for ELL students based on educational research, collaboration in language policy development, placing value on the local context and history, discussion, reflection, and research as decision-making, and, teacher education programs' focus on ELL education.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Language and Literature.en_US
dc.subjectEducation, Bilingual and Multicultural.en_US
dc.subjectSociology, Ethnic and Racial Studies.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading and Cultureen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorShort, Kathy G.en_US
dc.identifier.proquest3177537en_US
dc.identifier.bibrecord.b49000846en_US
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