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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Contributors
- Baca, Evelyn Concepción (Author)
- Jimenez-Silva, Margarita (Thesis advisor)
- Artiles, Alfredo (Committee member)
- Beardsley, Audrey (Committee member)
- Casanova, Saskias (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2018
Subjects
- Education
- Education, Bilingual
- Education Policy
- Education, Bilingual
- Dual Language Education
- Emergent bilinguals
- English Language Learners
- Language policy
- SEI
- Language and education--Arizona--Psychological aspects.
- Language and education
- English language--Study and teaching--Arizona--Foreign speakers--Psychological aspects.
- English language
- Bilingualism in children--Arizona--Psychological aspects.
- Bilingualism in children
- Education, Bilingual--Arizona--Psychological aspects.
- Education, Bilingual
Resource Type
Collections this item is in
Note
- Partial requirement for: Ph.D., Arizona State University, 2018Note typethesis
- Includes bibliographical references (pages 173-183)Note typebibliography
- Field of study: Educational leadership and policy studies
Citation and reuse
Statement of Responsibility
by Evelyn Concepción Baca