The purpose of this study was to explore policy as it exists amongst literacy professors working with linguistically diverse students in higher education. The goal of this study was to provide research-based guidance on how explicit and implicit policies are created and implemented within a higher education setting. This study explored the declared, practiced, and perceived language policies related to the literacy instruction of linguistically diverse students at a four-year, post-secondary institution.
The design was a qualitative, embedded case study. Semi-structured interviews of professors, a student diversity survey, and an artifact review were performed. Study results found that higher education’s management of its program provided ample space for policy interpretation. Professor practices were influenced by their knowledge of teaching and influenced student learning. Also, although professors believed in improving student literacy, ideologies around power and bilingualism complicated this goal.
|Commitee:||Ajtum-Roberts, Therese, Arafeh, Sousan|
|School:||Southern Connecticut State University|
|School Location:||United States -- Connecticut|
|Source:||DAI-A 79/02(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Education Policy, Higher education|
|Keywords:||Cultural historical activity theory, Developmental english, English language learners, Higher education, Language policy, Linguistic diversity|
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