ERIC Number: EJ742603
Record Type: Journal
Publication Date: 2006
Making Meaning Matter: A Look at Instructional Practice in Additive and Subtractive Contexts
Stritikus, Tom T.
Bilingual Research Journal, v30 n1 p219-227 Spr 2006
In this article, I examine the implications of additive and subtractive conceptions for the education of English language learner (ELL) students. To understand how competing theories regarding the education of ELL students materialize into action, I examine select findings from one district's implementation of Proposition 227. Focusing on the cases of two teachers, I examine the connections between teachers' theories about their students and the role in the policy to practice connection. This article provides an opportunity for school leaders to consider the implications of subtractive and additive approaches in the educational achievement of ELL students. (Contains 2 tables.)
Descriptors: English (Second Language), Second Language Learning, Educational Policy, Grade 3, Elementary School Teachers, Context Effect, Program Implementation, Teacher Attitudes, Teaching Methods, Academic Achievement, Theory Practice Relationship, State Programs, School Districts, Cultural Pluralism, Bilingual Education, Language Experience Approach, Negative Attitudes
National Association for Bilingual Education. 1030 15th Street NW, Suite 470, Washington, DC 20005. Tel: 202-898-1829; Fax: 202-789-2866; E-mail: firstname.lastname@example.org; Web site: http://www.nabe.org/publications.html.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: Proposition 227 (California 1998)