ABSTRACT

Speakers of languages other than English are positioned as problems within education systems and ‘low’ academic English proficiency is viewed as something to be fixed. Alternative education programs are typically viewed as punitive, substandard, exclusionary academic settings. Therefore, speakers of languages other than English (ELs) enrolled in alternative education programs face what we refer to as hybrid imagery challenges. This paper examines enrollment of ELs in Minnesota’s State Approved Alternative Programs (SAAPs), highlighting the hybrid imagery challenges in language policy and planning (LPP). We juxtapose principal (building administrator) beliefs about low EL enrollment with state-level enrollment reports, to reveal the impacts of unplanned language planning at the state-level and theorize how various actors enact agency in ways that (in)visibilize ELs enrolled in Minnesota’s SAAPs. We identify the monoglossic language ideological stance that pervades a state committed to improving the educational conditions for ELs. We call for immediate action in three areas: (1) research that examines why ELs are disproportionately enrolled in alternative education programs; (2) education policies that assume a heteroglossic stance, viewing language development as lifelong; and (3) approaches that disrupt linguistically inequitable school practices every day, especially those that one has contributed to themselves.

摘要

讲英语以外语言的人被定位为教育系统中的问题，“低”学术英语水平被认为是必须解决的问题。替代教育计划通常被视为惩罚性，次标准，排他性学术环境。因此，参加替代教育计划的讲英语以外的其他语言的人面临着我们所说的混合图像挑战。本文研究了明尼苏达州州批准的替代计划（SAAP）中EL的注册情况，突出了语言政策和计划（LPP）中混合图像的挑战。我们将校长（建筑管理者）关于低EL注册人数的信念与州一级的注册报告并列，揭示计划外语言计划在州一级的影响，并从理论上阐明各种行为者如何以（使）明尼苏达州SAAP中的EL活跃化的方式制定代理。我们确定了一种遍及致力于改善EL的教育条件的国家的单一语言语言意识形态立场。我们呼吁在三个方面立即采取行动：（1）研究为何将EL过多地纳入替代教育计划的研究；（2）采取异质立场的教育政策，认为语言发展是终身的；（3）每天扰乱语言上不平等的学校习俗的方法，尤其是那些自己做出的贡献。我们确定了一种遍及致力于改善EL的教育条件的国家的单一语言语言意识形态立场。我们呼吁在三个方面立即采取行动：（1）研究为何将EL过多地纳入替代教育计划的研究；（2）采取异质立场的教育政策，认为语言发展是终身的；（3）每天扰乱语言上不平等的学校习俗的方法，尤其是那些自己做出的贡献。我们确定了一种遍及致力于改善EL的教育条件的国家的单一语言语言意识形态立场。我们呼吁在三个方面立即采取行动：（1）研究为何将EL过多地纳入替代教育计划的研究；（2）采取异质立场的教育政策，认为语言发展是终身的；（3）每天都会破坏语言上不平等的学校习俗的方法，尤其是那些自己做出的贡献。