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Inciting change in secondary English...

Coles-Ritchie, Marilee.

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Inciting change in secondary English language programs = the case of Cherry High School /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Inciting change in secondary English language programs/ Marilee Coles-Ritchie.
其他題名:	the case of Cherry High School /
作者:	Coles-Ritchie, Marilee.
出版者:	New York :Palgrave Macmillan, : 2009.,
面頁冊數:	xvi, 195 p. ;22 cm.
內容註:	Introduction: Can we blame the teachers? -- Community Context: Change is in the air -- Contradictory Discourse among teachers, administration and the state: "Let's have a more inclusive school culture, which assimilates all students." -- Teachers' discursive realignment -- Language Ideologiesat Cherry High School -- Teachers as agents of school change -- Secondary Education and English Learners: We've got work to do --Epilogue: Cherry High School Now.
標題:	English language - Study and teaching (Secondary) - Utah. -
電子資源:	http://link.springer.com/10.1057/9780230101074access to fulltext (Palgrave)
ISBN:	0230101070

Inciting change in secondary English language programs = the case of Cherry High School /
Coles-Ritchie, Marilee.

Inciting change in secondary English language programsthe case of Cherry High School /[electronic resource] :Marilee Coles-Ritchie. - 1st ed. - New York :Palgrave Macmillan,2009. - xvi, 195 p. ;22 cm. - Secondary education in a changing world. - Secondary education in a changing world..

Includes bibliographical references and index.

Introduction: Can we blame the teachers? -- Community Context: Change is in the air -- Contradictory Discourse among teachers, administration and the state: "Let's have a more inclusive school culture, which assimilates all students." -- Teachers' discursive realignment -- Language Ideologiesat Cherry High School -- Teachers as agents of school change -- Secondary Education and English Learners: We've got work to do --Epilogue: Cherry High School Now.

The way many secondary schools are structured limits the ability of immigrant English Learners to achieve academically and develop social networks, often resulting in hyper-segregated learning experiences. Thisbook explores the journey of a group of teachers in a secondary schoolas they work to change the ESL program for immigrants in their school.As this group of teachers worked to create a program that supported their students' home languages and funds of knowledge, structures within the school, and Discourses from other teachers, administrators, and thenation/community both constrained/enabled the teachers to create an equitable learning environment.

Electronic reproduction.
Basingstoke, England :
Palgrave Macmillan,
2010.

Mode of access:World Wide Web.

ISBN: 0230101070

Standard No.: 10.1057/9780230101074doiSubjects--Topical Terms:

1097792
English language
--Study and teaching (Secondary)--Utah.Index Terms--Genre/Form:

542853
Electronic books.

LC Class. No.: PE1128.A2 / C658 2009

Dewey Class. No.: 428.2/4

Inciting change in secondary English language programs = the case of Cherry High School /
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300 $a xvi, 195 p. ; $c 22 cm.
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505 0 $a Introduction: Can we blame the teachers? -- Community Context: Change is in the air -- Contradictory Discourse among teachers, administration and the state: "Let's have a more inclusive school culture, which assimilates all students." -- Teachers' discursive realignment -- Language Ideologiesat Cherry High School -- Teachers as agents of school change -- Secondary Education and English Learners: We've got work to do --Epilogue: Cherry High School Now.
520 $a The way many secondary schools are structured limits the ability of immigrant English Learners to achieve academically and develop social networks, often resulting in hyper-segregated learning experiences. Thisbook explores the journey of a group of teachers in a secondary schoolas they work to change the ESL program for immigrants in their school.As this group of teachers worked to create a program that supported their students' home languages and funds of knowledge, structures within the school, and Discourses from other teachers, administrators, and thenation/community both constrained/enabled the teachers to create an equitable learning environment.
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