Bilingual education within the context of English-only policies: Three districts' responses to Question 2 in Massachusetts
Educational Policy, 2005•journals.sagepub.com
This article describes three medium-sized districts' responses to the successful passage of
an English-only ballot initiative in Massachusetts. Through interviews with bilingual directors
and document analysis the study found that programmatic changes as a result of the new
law were primarily limited to elementary-level transitional bilingual education programs. Key
leaders' detailed knowledge of the law and commitment to bilingual education, and the local
context, influenced how the state-mandated policy was translated into practice.
an English-only ballot initiative in Massachusetts. Through interviews with bilingual directors
and document analysis the study found that programmatic changes as a result of the new
law were primarily limited to elementary-level transitional bilingual education programs. Key
leaders' detailed knowledge of the law and commitment to bilingual education, and the local
context, influenced how the state-mandated policy was translated into practice.
This article describes three medium-sized districts'responses to the successful passage of an English-only ballot initiative in Massachusetts. Through interviews with bilingual directors and document analysis the study found that programmatic changes as a result of the new law were primarily limited to elementary-level transitional bilingual education programs. Key leaders'detailed knowledge of the law and commitment to bilingual education, and the local context, influenced how the state-mandated policy was translated into practice.
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