ABSTRACT

This qualitative case study explored the perspectives of school administrators on implementing structured English immersion (SEI) and dual-language bilingual education (DLBE) programs serving emergent bilingual learners at one urban Arizona elementary school. Using a sociocultural policy perspective, I analyzed findings from a series of interviews examining the ways the participating administrators navigated and implemented restrictive language policies, while simultaneously providing pathways to DLBE opportunities for emergent bilingual learners. I found there was ongoing tension between compliance and resistance to state-mandated policies. In addition, there were differences in how the administrators positioned emergent bilingual learners as a good or bad fit for the DLBE program at the focal school site. The results and discussion underscore both the continued challenges of SEI policy in Arizona and the role of educational leaders in fostering spaces for biliteracy development.

摘要

这项定性案例研究探讨了学校管理人员对实施结构化英语沉浸式 (SEI) 和双语双语教育 (DLBE) 计划的看法，这些计划为亚利桑那州一所城市小学的新兴双语学习者提供服务。我从社会文化政策的角度分析了一系列访谈的结果，考察了参与的管理者操纵和实施限制性语言政策的方式，同时为新兴双语学习者提供了获得 DLBE 机会的途径。我发现遵守和抵制国家强制政策之间持续存在紧张关系。此外，管理人员如何将新兴双语学习者定位为是否适合重点学校的 DLBE 计划也存在差异。