Educational policy and literacy learning in an ESL classroom: Constraints and opportunities

This dissertation was a qualitative case study of an educational program for English Language Learners (ELL) at an elementary school in a small city in the Midwest. This case study investigated how language ideologies influence the constraints and opportunities for the planning and execution of this educational program. The findings evidenced that multiple and contested language ideologies mediated the design and implementation of the program, which in turn ignited power struggles among school district leaders and the local school teachers. The findings also demonstrated that multiple and conflicting language ideologies affected the expectations of teachers, parents, and students themselves, regarding the school performance of ELL students. The findings of the study also manifested that multiple and contradictory language ideologies influenced the social interactions of ELL students with their native English speaking peers and teachers. Future research could focus on program evaluation, principalship and leadership role, and professional development.