https://orcid.org/0000-0001-5274-2901
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ABSTRACT
This policy analysis, informed by ethnographic techniques, reviewed 12 Florida school district ESOL policies. A priori coding of these policies was conducted using criteria pulled from the literature on culturally responsive practice (CRP). Subsequent observations and practitioner interviews within two schools from the same district were conducted in order to ascertain on an initial, exploratory level how practice aligned with policy, how these practices differed from site to site, and ultimately to assess the efficacy of observed pedagogical and administrative practices within the theoretical framework of CRP and their potential effects on minority student populations and their families. Results were worrying and indicated little comprehensive coverage of CRP in any one given policy document, a lack of teacher awareness of policy stipulations, and scarce professional development (PD) relative to CRP. Multiple other important findings are also discussed with implications for ESOL policymakers and practitioners in the United States and abroad.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Sources of District ELL Plans
http://bcpsagenda.browardschools.com/agenda/01112/Item%20F-1%20(26505)/SUPP_DOCS/Exhibits/Doc2.pdf
https://www.martinschools.org/Page/8226
http://mdcpsbilingual.net/pdf/compliance/2016-2019_District_ELL_Plan.pdf
http://seminolecountyschoolfl.iqm2.com/Citizens/FileOpen.aspx?Type=4&ID=5753
Calvert: Accessed directly via site contact email.
Additional information
Notes on contributors
Lauren Raubaugh
Lauren Raubaugh, PhD, is currently a visiting assistant professor of TESOL at Manhattanville College. She has taught English to international students of all ages in the United States as well as in Ecuador, China, Indonesia, and Vietnam. Her research interests include teacher training, assessment, and ESOL pedagogical approaches informed by sociocultural perspectives.
Kerry Purmensky
Kerry Purmensky, PhD, is Professor and Coordinator of the MATESOL program at the University of Central Florida. She has received numerous grants, including two from the U.S. Department of Education. Her research interests include service-learning and EL teacher training. She is the editor of the Journal of English Learner Education.