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The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
In: Theses and Dissertations--Education Sciences (2022)
Abstract: The population of English Learners (ELs) continues to increase across the United States, and these students persistently perform below their native English-speaking peers in measures of academic achievement. Federal government leaders passed the Every Student Succeeds Act (ESSA) in 2015, which modified how state and local educational agencies identify, instruct, assess, and reclassify ELs and revised what funding EL programming could receive. In this multiphase study, I investigated how the macropolitics of federal and state policy became enacted in the micropolitics of a mid-sized school district in Kentucky. Through an initial phase of document review followed by a mixed methods approach in the second phase of research, I asked what changes district leaders made to the EL support model for high schools, why they made these changes, and what effects these changes had on ELs’ English language proficiency development at a school site within the district. Results from the study proved inconclusive and have implications for education policymakers and leaders related to unpacking the complexity of policymaking, including all voices in policymaking, and designing policy through a grassroots approach.
Keyword: and Multicultural Education; and Research; Bilingual; Critical Policy Analysis; Curriculum and Instruction; Education Law; Education Policy; Educational Assessment; Educational Leadership; Elementary and Middle and Secondary Education Administration; English Language Proficiency; English Learners; Evaluation; Language and Literacy Education; Mixed Methods Approach; Multilingual; Multiphase Research Design; Secondary Education
URL: https://uknowledge.uky.edu/edsc_etds/105
https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1118&context=edsc_etds
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2
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
In: Research outputs 2014 to 2021 (2021)
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3
Teaching to the test: The effects of coaching on English-proficiency scores for university entry
In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 1–15 ; 2399-9101 (2021)
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4
Policy in Practice: Teachers’ Conceptualizations of L2 English Oral Proficiency as Operationalized in High-Stakes Test Assessment
In: Languages; Volume 6; Issue 4; Pages: 204 (2021)
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5
Formative Language Assessment for English Learners- An Exploration of Vocabulary Diversity Indices in Writing CBM
Landis, Britt. - : University of Oregon, 2021
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6
ENGLISH PROFICIENCY AND TEACHERS EDUCATION: A DISCUSSION ABOUT FUTURE TEACHERS’ VIEWS ; PROFICIÊNCIA EM LÍNGUA INGLESA E FORMAÇÃO DE PROFESSORES: UMA DISCUSSÃO SOBRE O OLHAR DOS ALUNOS DE LETRAS
In: Intercâmbio. Revista do Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem. ISSN 2237-759X; v. 41 (2019) ; 2237-759X ; 1413-4055 (2019)
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7
Topic development in the English oral proficiency interview for international teaching assistants at the University of Illinois at Urbana-Champaign
Kim, Kyeongsuk. - 2017
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8
The IELTS roller coaster: stories of hope, stress, success and despair
Yucel, Megan; Iwashita, Noriko. - : Springer, 2017
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9
Testing Tensions: The Use of English Language Proficiency Tests for the Admission of Ontario High School Applicants to One Ontario University
In: Electronic Thesis and Dissertation Repository (2016)
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10
English Language Proficiency Classification, Reclassification, and Educational Programming Decisions for Language Minority Students: A Mixed Methods Study
Carroll, Patricia Elaine. - : eScholarship, University of California, 2015
In: Carroll, Patricia Elaine. (2015). English Language Proficiency Classification, Reclassification, and Educational Programming Decisions for Language Minority Students: A Mixed Methods Study. UCLA: Education-Special Education Joint Doctoral Program w/CSULA 0884. Retrieved from: http://www.escholarship.org/uc/item/5cz284p6 (2015)
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11
Innovative assessment tasks for academic English proficiency: an integrated listening-speaking task vs. a multimedia-mediated speaking task
In: Graduate Theses and Dissertations (2015)
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12
Validating a set of Japanese EFL proficiency tests: demonstrating locally designed tests meet international standards
Dunlea, Jamie. - : University of Bedfordshire, 2015
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13
An investigation of English Language Learners' performance on regular content assessments: A study of Kansas ELLs
Kitson, Christina. - : University of Kansas, 2015
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14
Assessing in-class participation for EFL: considerations of effectiveness and fairness for different learning styles
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15
Stakeholder perceptions of IELTS as a gateway to the professional workplace : the case of employers of overseas trained teachers
Murray, Jill C; Cross, Judie L; Cruickshank, Ken. - : Melbourne : IDP: IELTS Australia, 2014
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16
English Proficiency / Fluent English Proficient Students
In: Scholarship and Professional Work – Education (2013)
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17
Modeling Speaker Proficiency, Comprehensibility, and Perceived Competence in a Language Use Domain
Schmidgall, Jonathan Edgar. - : eScholarship, University of California, 2013
In: Schmidgall, Jonathan Edgar. (2013). Modeling Speaker Proficiency, Comprehensibility, and Perceived Competence in a Language Use Domain. UCLA: Applied Linguistics 0074. Retrieved from: http://www.escholarship.org/uc/item/58g6k6zg (2013)
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18
Modeling Speaker Proficiency, Comprehensibility, and Perceived Competence in a Language Use Domain
Schmidgall, Jonathan Edgar. - : eScholarship, University of California, 2013
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19
Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade
Carroll, Patricia Elaine. - : eScholarship, University of California, 2012
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20
Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade
Carroll, Patricia Elaine. - : eScholarship, University of California, 2012
In: Carroll, Patricia Elaine. (2012). Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/2332d3j5 (2012)
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