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Abstract
This small scale study of a first/second-grade English language development classroom describes the influence of Proposition 227 on the language practices and appropriation of content knowledge among limited English proficient (LEP) students and their bilingual teacher. Interviews and fieldnotes from the math lesson conducted in English only were the sources of data used for the analysis and findings. How the school districts' implementation of Proposition 227, which reduced native language instruction to only 20% of the school day, influenced the teacher and her students on both an ideological and practical level are described.