Year: 2007
Type: article
Abstract: Teachers are not passive recipients of language policy; rather, they play an instrumental role in classroom language policy (re)creation.All teachers, whether teaching mainstream or English Language Learner/ Bilingual Education (ELL/BLE) classrooms, are inevitably engaged in acts of language planning and policy each day.In this paper, I argue that teachers can and should proactively (re)create language policy to make classrooms more equitable spaces for students acquiring English as an additional language.I also advocate more explicit acknowledgement of the limitations of schools and schooling.Focusing specifically on the importance of adding language planning and policy (LPP) to the teacher preparation period, I claim that the practice of LPP can simultaneously help new teachers better support the success of students learning English, while also furthering the broader goals of teacher education programs.22/2: 45-65, 2007 1 All names are pseudonyms.Comments used in this paper are not part of a sustained research project.Rather than positioning these comments as "data", I use them to frame various sections and raise questions. Working Papers in Educational Linguistics
Author: Rachel Throop
Institution: University of Pennsylvania
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2409554656