{"title":"“我们在这里用英语教学”:一所纯英语新学校中语言意识形态与考试责任的冲突","authors":"Rolf Straubhaar","doi":"10.5070/b810142318","DOIUrl":null,"url":null,"abstract":"Author(s): Straubhaar, Rolf | Abstract: Drawing from a six-month ethnography of tenth grade immigrant students from Mexico and their teachers in a Central Texas English immersion program, this article documents multiple contradictory teacher practices regarding the use of English and Spanish in the classroom. This article argues that these varying practices represented a tension between Literacy High’s official English-only policy and a contradictory political ideology prioritizing performance on standardized tests that led to tolerance of Spanish language use.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.3000,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“We teach in English here”: Conflict between language ideology and test accountability in an English-only newcomer school\",\"authors\":\"Rolf Straubhaar\",\"doi\":\"10.5070/b810142318\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Author(s): Straubhaar, Rolf | Abstract: Drawing from a six-month ethnography of tenth grade immigrant students from Mexico and their teachers in a Central Texas English immersion program, this article documents multiple contradictory teacher practices regarding the use of English and Spanish in the classroom. This article argues that these varying practices represented a tension between Literacy High’s official English-only policy and a contradictory political ideology prioritizing performance on standardized tests that led to tolerance of Spanish language use.\",\"PeriodicalId\":42751,\"journal\":{\"name\":\"Berkeley Review of Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.3000,\"publicationDate\":\"2020-12-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Berkeley Review of Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5070/b810142318\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Berkeley Review of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5070/b810142318","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
“We teach in English here”: Conflict between language ideology and test accountability in an English-only newcomer school
Author(s): Straubhaar, Rolf | Abstract: Drawing from a six-month ethnography of tenth grade immigrant students from Mexico and their teachers in a Central Texas English immersion program, this article documents multiple contradictory teacher practices regarding the use of English and Spanish in the classroom. This article argues that these varying practices represented a tension between Literacy High’s official English-only policy and a contradictory political ideology prioritizing performance on standardized tests that led to tolerance of Spanish language use.
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