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"We Teach in English Here": Conflict between Language Ideology and Test Accountability in an English-Only Newcomer School

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Straubhaar, Rolf – Berkeley Review of Education, 2021

Ideologies regarding what is "good" teaching undergird common teaching practices and pedagogical decisions, which may support and/or run counter to the broader policy environment in which they occur (Gibson, 1998). Drawing from a six-month ethnography of 10th-grade newcomer students from Mexico and their teachers in a Central Texas…

Descriptors: Accountability, Language of Instruction, Teaching Methods, Ethnography

"It Was Like a Magnet to Bring People In": School Administrators' Responses to the Gentrification of a Two-Way Bilingual Education (TWBE) Program in Central Texas

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Heiman, Daniel; Murakami, Elizabeth – Journal of School Leadership, 2019

This critical ethnographic study investigated how gentrification processes shaped an elementary school's community and two-way bilingual education (TWBE) program in Central Texas. Findings revealed how these gentrification processes impacted the principal and vice principal at the ontological and epistemological levels, as their ways of being and…

Descriptors: Administrator Attitudes, Bilingual Education, Immersion Programs, Social Class