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Full-Text Articles in Education
The "Messy Middle": A Framework For Analyzing Raciolinguistic Inequity, Casey Erin Anthony
The "Messy Middle": A Framework For Analyzing Raciolinguistic Inequity, Casey Erin Anthony
Graduate Masters Theses
Existing research has demonstrated that bilingual education in the United States is highly inequitable, providing greater benefits to white English speakers than to students from minoritized backgrounds (e.g., Babino & Stewart, 2017; Palmer, 2009). Additional research has suggested that bilingual spaces also uphold whiteness and English hegemony outside of classrooms, in spaces like parent groups to administrative decisions (e.g., Gallo, 2017; Jacobsen et al., 2019). This ethnographic case study of a Spanish-English Two-Way Dual Language (TWDL) elementary school examines raciolinguistic positioning and interactions among students, teachers, and parents. Drawing on dysconscious racism (King, 1991), LangCrit (Crump, 2014), and critical consciousness …
Adult Educators At The Crossroads Of Language Learning And Workforce Development: A Qualitative Study Of Teacher Agency, Liz Ging
Graduate Masters Theses
Since the passage of the Workforce Innovation and Opportunity Act (WIOA) in 2014, there has been renewed questioning about the nature and purpose of adult education programs in the United States, including English for Speakers of Other Languages (ESOL). The heavy workforce development orientation of the new law is a starker manifestation of trends focused on job training which have been sweeping through the field of adult education for the last few decades. In the midst of these shifts, little research has been done to investigate what the educators charged with meeting these policy goals think about these changes, the …
Languaging At Work: The Language Socialization Of Support Staff In The Healthcare Workforce, Kristen E. Schlapp
Languaging At Work: The Language Socialization Of Support Staff In The Healthcare Workforce, Kristen E. Schlapp
Graduate Masters Theses
This thesis presents findings from an ethnographic study of adult English Language Learners (ELLs) who are support staff employees in a large metropolitan hospital and are taking integrated English as a Second Language (ESL) classes at their work site. This research is rooted in a theoretical framework that intersects studies on discourse (Fairclough, 1995; Gee, 2008), language socialization (Burdelski & Cook, 2012; Flowerdew, 2013; Vickers, 2007), and agency and identity development (Norton, 1997, 2006, 2010; van Lier, 2008) to discuss the experience of adult ELLs who enter an English-dominant healthcare workplace. The teacher-researcher used ethnographic methods to examine: (a) the …