Description

This multilevel, institutional case study used ethnographic methods to explore the intersections of local language policies and emergent bilingual students’ identities in dual language and structured English immersion (SEI) classrooms at one urban elementary school.

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    Date Created
    2018
    Resource Type
  • Text
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    Note
    • Partial requirement for: Ph.D., Arizona State University, 2018
      Note type
      thesis
    • Includes bibliographical references (pages 173-183)
      Note type
      bibliography
    • Field of study: Educational leadership and policy studies

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    Statement of Responsibility

    by Evelyn Concepción Baca

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