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By Tom Stritikus

Stritikus examines the impact of California’s anti-bilingual initiative, Proposition 227, at the schooling of Latinos. He highlights the lecturers' function in enacting the coverage, learning faculties which built their very own Proposition 227 implementation plans. One ended its bilingual software and commenced a application of English immersion, and a moment maintained its bilingual application via acquiring parental waivers. utilizing sociocultural research of school room statement information, Stritikus indicates how Proposition 227 implementation legitimized questionable academic perform and made powerful instructing tougher. His examine records how academics’ activities less than the coverage have been heavily attached to their political and pedagogical ideologies

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She frequently referred to her students as “my little guys” and approached her task with good humor and genuine enjoyment. She was constantly in very good spirits, and seemed to transmit an effervescent energetic quality to her students, who seemed to enjoy their time with her. Celia was a eager and very forthcoming participant in this research. During my visits to her classroom, she would frequently tell me as an aside, “I got something I really have to tell. ” Celia frequently volunteered vital information about the education of culturally and linguistically diverse students at the school.

The times when Celia felt a sense of agency at the school were related to her positioning as an “expert” and a “leader” in the school. In her third full year as a teacher, Celia was the most experienced native-speaker of Spanish on the staff. In addition to this position of relative experience, she was considered by both the principal and the literacy coaches at the school to be one of the real strengths of the program for ELLs. By her colleagues—particularly her Latina colleagues—she was considered an instructional resource and Teacher Perception and Behavior 51 was positioned as the senior spokesperson.

In the theoretical discussions which do not directly relate to findings or the legal language of Proposition 227, I will use the expression “culturally and linguistically diverse students” as in Garcia (1999). , non-native speaker and limited English proficient), and moves toward seeing the language and culture of diverse students as an important instructional resource. Data Collection The period of study was the 1999-2000 school year. I began data collection in September of 1999 and concluded in late May 2000.

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