Tom Stritikus

“Nadie Me Dijó [Nobody Told Me]” Language Policy Negotiation and Implications for Teacher Education

Nationwide and statewide shifts and ambiguity in language education policy have created substantial instability for teachers. Through a cross-case study and analysis of bilingual teachers in two states, this article shows how these teachers participate in responding to and making decisions regarding language policy. This article shows how and why an understanding of language policy and the decision making involved with it is a crucial dimension of the professional roles of teachers who have second-language learners in their classrooms. Thus, the authors broaden the discussion on the teacher preparation for the instruction of English-language-learner students, which has narrowly focused on an awareness of language and methods, to include the dimension of policy making.

Strategic Transformation: Cultural and Gender Identity Negotiation in First-Generation Vietnamese Youth.

This article explores the various ways in which recent Vietnamese immigrant students form cultural and gender identities as they transition to U.S. schooling. Using data from a 2-year qualitative study that tracked the social and academic adjustment processes of recent Vietnamese immigrant youth, this article examines the tensions that students struggle with as they bring their own values and practices into the school site. The findings suggest that gender functions as a complex social category for recent immigrants that shifts across social contexts. The authors argue that accounting for a full picture of gender identity more accurately captures the manner in which recent immigrant students adapt to U.S. schooling.

How School and District Leaders Support Classroom Teachers' Work with English Language Learners.

Purpose: This study examines the ways in which school and district leaders create systems of support for classroom teachers who work with linguistically diverse students. We attempt to uncover the intentional supports leaders put in place for classroom teachers and how this may be part of a broader teaching and learning effort. Research Design: Through a qualitative case study of four districts serving different populations of English Learner (EL) students, we examine school and district leadership actions aimed at helping teachers provide instruction that is responsive to EL learning needs. In each of the four districts, three schools were chosen for in-depth analysis. Through interviews, classroom observations, and document analyses, we highlight the efforts of school and district leaders to bring about instructional change. Findings: The findings from this study are organized around five central themes. These themes include (1) resolving fragmentation by focusing on high-quality instruction, (2) creating a productive blend of district- and school-level leadership initiatives, (3) communicating a compelling rationale, (4) differentiating support systems at elementary and secondary levels, and (5) using data for instructional improvement. This study extends research on the role of school and district leaders in supporting classroom teachers’ work with second language learners.

Building Systems of Support for Classroom Teachers Working With English Language Learners

Increasing numbers of English learner (EL) students and corresponding pressures to mainstream them mean that districts around the country are facing new challenges as they adapt to meet the needs of these students. For general education teachers, the challenges stem from a role shift in which they are now primarily responsible for the instructional needs of the EL students in their classrooms. This qualitative case study examined the assistance and support general education teachers received to work with linguistically diverse students. This article addresses the ways these efforts can form a “system of support” for teachers. The analysis focuses on 4 districts that serve different populations and proportions of EL students. Through interviews, classroom observations, and document analyses, this article examines how these districts attempted to provide coherent, sustained support to classroom teachers at all levels and, in doing so, created systems of support.

Universalist and Differentialist Approaches to Instruction for High-School-Age Immigrants: Tensions in Practice and Policy

Drawing on data from a 3-year qualitative study on the transition of immigrant youth, we seek to understand the connections among district programming and policy, teacher perspectives, and the ways in which students experience initial schooling. Specifically, this article examines the following research questions: How does district leadership define the challenge and opportunities of working with older immigrant students? In the face of this definition, what approaches and perspectives to instruction are taken by teachers at the Northwest Newcomer Center? To answer these questions, we juxtapose the ideas and beliefs of various personnel in the district regarding the best way to educate recent immigrants. To sharpen our analytic lens, we utilize the concepts of universalism and differentiation (Reeves, 2004) as a tool to explore the perspectives that teachers and leaders took in educating immigrant students and the impact that this had on practice.

Global Movements In Education and their Impact on Diverse Students

Policymakers, business leaders, journalists, and parents in the United States have all called upon schools to better prepare students for success in a global world. Frequently, attempts to inject global education into public schools have been framed with the idea of global competencies for students. The term ‘global education competencies’ seems to be associated with both traditional liberal (e.g. Parker 2008) and neoliberal agendas for education. On the one hand, the neoliberal notion of global education is rooted in ideas of economic advancement and global competitiveness for U.S. interests (Friedman, 2005).

Strategic Identity Negotiation

Issues of language and culture have long been highlighted as significant factors impacting the social adaptation and academic achievement of immigrant students (Bialystok & Hakuta, 1994; Ima, 1998; Olsen, 1997; Valenzuela, 1999b; Zhou & Bankston III, 1998). While most immigrant students understand the importance of acquiring English and adapting to the new culture, many of them, such as Mai Xuan in the above excerpt, also feel strongly about maintaining their native language and cultural roots.