From compliance to resistance: administrator perspectives on implementing structured English immersion and dual language bilingual education programs

ABSTRACT

This qualitative case study explored the perspectives of school administrators on implementing structured English immersion (SEI) and dual-language bilingual education (DLBE) programs serving emergent bilingual learners at one urban Arizona elementary school. Using a sociocultural policy perspective, I analyzed findings from a series of interviews examining the ways the participating administrators navigated and implemented restrictive language policies, while simultaneously providing pathways to DLBE opportunities for emergent bilingual learners. I found there was ongoing tension between compliance and resistance to state-mandated policies. In addition, there were differences in how the administrators positioned emergent bilingual learners as a good or bad fit for the DLBE program at the focal school site. The results and discussion underscore both the continued challenges of SEI policy in Arizona and the role of educational leaders in fostering spaces for biliteracy development.

KEYWORDS:

• Language policy
• bilingual education
• structured English immersion
• ELLs
• administrators

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Evelyn C. Baca

Evelyn C. Baca is an Assistant Professor of Bilingual-Bicultural Education at Illinois State University. Her research uses varying lenses to explore language policy, bi/multilingual learning contexts, school reform processes, and educator preparedness to work with culturally and linguistically diverse students. Prior to receiving her PhD, she taught Spanish and English as additional languages.