The Role of Theory and Policy in the Educational Treatment of Language Minority Students: Competitive Structures in California

dc.creator	Tom T. Stritikus
dc.creator	Eugene Garcia
dc.date	2003-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:19:36Z
dc.date.available	2015-07-20T22:19:36Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/be0f8f7bd5254a7c9e803db3d955c80c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/19775
dc.description	For teachers, theories play a central role in guiding the intellectual work that they have chosen to perform. Teachers are guided by both theories which they use to interpret, analyze and take action in their professional worlds. At any given time, teachers may be faced with multiple and competing theoretical perspectives which attempt to influence their classroom practice. In this article, we examine the theoretical and policy-based positions currently competing to shape the nature of educational practice for language minority students. We highlight the salient theoretical differences between additive and subtractive conceptions for the education of language minority students and their policy- and practice-based implications. Then, we examine select findings from one district’s implementation of Proposition 227, and consider how teachers react when competing theories attempt to shape their classroom practice. Specifically, we consider: How might teachers’ theories be complemented or contrasted by the underlying theoretical position of Proposition 227? How do teachers’ theories about their students mediate the manner in which they react and respond to the policy shift away from native language instruction? We conclude by considering what implications additive and subtractive competitive structures have for the future of policy and practice for language minority students in the United States.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/254
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 11, p 26 (2003)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	The Role of Theory and Policy in the Educational Treatment of Language Minority Students: Competitive Structures in California
dc.type	article