Closing the Classroom Door and the Achievement Gap
Teach for America Alumni Teachers’ Appropriation of Arizona Language Policy
Bibliographic Data
| ID | 9728899 |
|---|---|
| Authors | Amy J Heineke (0000-0002-4219-3600, Loyola University Chicago, IL, USA, corresponding author), Quanna Cameron (Teach for America, Phoenix, AZ, USA) |
| Year | 2013 |
| Volume | 45 |
| Issue | 4 |
| Pages | 483-505 |
| Publication date | 2013-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124511413123 |
| OpenAlex | W2158707587 |
| Language | EN |
| Citations received | 7 |
| References cited | 12 |
This qualitative study explored Teach for America (TFA) alumni teachers’ discourse on Arizona language policy, conducted with eight teachers in the Phoenix metropolitan area who received their professional teacher preparation from TFA, a national organization that uses alternative paths to certification to place teachers in low-income schools. During the 2009-2010 school year, we investigated how TFA alumni teachers described the state-mandated English-only language policy, which requires all labeled English language learners (ELLs) to enroll in English language development (ELD) classrooms for 4 hr of daily skill-based English instruction. In addition to their open evaluation and critique of the language policy, teachers’ discourse revealed language policy appropriation, as the teachers tweaked and stretched the language policy directives to match their ideology, pedagogy, and classroom context. Findings from our discourse analysis of the interview data demonstrate that the teachers’ discourse reflected their TFA preparation regarding recognizing the flaws in the educational system and taking action to make change within the four walls of their urban classrooms. The research holds implications for language education reform through recognizing the active role of the teacher in language policy formation and implementation
Alternative teacher certification · Appropriation · Certification · Context (archaeology · Ell · English language · English-language learner · Language assessment · Language policy · Linguistics · Mathematics education · Medium of instruction · Pedagogy · Political science · Professional development · Sociology · Teacher education · Teaching method · Vocabulary development · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
English Is Not All That Matters in the Education of Secondary Multilingual Learners and Their Teachers
The invisible revolving door
When my teacher speaks Spanish, my math classroom experience changes
Expanding the research terrain
A Digital Ethnography of Teach For America
Language Ideology Change Over Time
Teaching, Learning, and Leading
Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.
Reflections from the Classroom
Education of Limited English Proficient Students in California Schools
Alternative routes to teaching
Winning the Battle, Losing the War
Unpeeling the Onion
Chapter 3
Nadie Me Dijó [Nobody Told Me]
Assessing the Effects of Voluntary Youth Service
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2012 - 2024 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |