Doctor of Philosophy / Curriculum and Instruction / Charles Heerman / This was a case study of two middle schools in New Mexico. Using organization for instruction (Marks and Louis, 1997) as a crux, the purpose of the building level study was to explore the elements of school leadership, instruction, and middle level program and to infer aspects of language policy. The needs threshold was based on the timeliness of reexamining linguistic diversity and on the importance of language concerns in education, principally as they related to ELLs and other linguistically diverse students. The problem stemmed from dynamic, culturally evolving changes in the environment of the two middle schools under study. Changes from economic factors, district leadership, immigration, and demographic shifts in the local area affected the two buildings’ capacity to effectively deliver educational and language services. The significance of the study maintained that school level language planning was rapidly becoming a competing theme in the process of education and required attention in light of important environmental and sociological factors. Metaphor was employed to help symbolize increasing complexities (e.g., array of special interests, human and individual diversity, etc.) found in context of the school with reference to organization, leadership, instruction, and program. Since the research was a case study, no hypotheses were formulated; instead a major research question and four sub questions were posed. A mixed method, multiple sources of information methodology was used in the collection and analysis of data. Twenty (N = 20) participants made up of building leaders (n = 4) and teachers (n = 16) were interviewed. Tables of student achievement scores were presented along with other demographic data. Although interviewees reported sensitivity to linguistic diversity, findings pointed to a lack of knowledge about language policy at all levels on the part of building leaders and teachers. Implications drawn described the important role language policy formation could play in educational structuring of middle school programs and instruction. A list of recommendations provided criteria to follow in making decisions about the feasibility of conducting school level language planning and made suggestions for further research. An extensive bibliography of relevant sources and transcripts of interviews were provided.

En ce début de XXIème siècle, toutes les sociétés multilingues et multiculturelles, soit pratiquement tous les pays du monde, sont concernées par la politique linguistique scolaire. La gestion des langues de scolarisation, en particulier, est devenue l’affaire de tous les États soucieux (ou contraints) d’assurer le vivre-ensemble et de contribuer au développement humain, social, économique tout en ménageant des identités culturelles labiles et plurielles. Le XXème siècle a été celui de l’organisation des sociétés en unités étatiques sur fond d’utopie démocratique. Il a été celui d’une métamorphose du paysage politique avec l’apparition des organismes supranationaux et le réveil de la société civile. Dans un contexte global qui semble vouloir en finir avec la malédiction de Babel, nous tentons de problématiser la dimension concrète de la fabrique des politiques linguistiques scolaires. Nous soutenons dans ce travail qu’une politique linguistique scolaire est le résultat de l’interaction complexe entre une multitude d’acteurs au poids variable. En nous intéressant au cas mexicain et plus spécifiquement à celui de l’État du Jalisco, nous nous proposons d’interroger la fabrique de la politique d’éducation bilingue interculturelle mexicaine comme un espace de négociations au carrefour des recommandations globales, des choix étatiques et des revendications des populations indigènes.Cette thèse est une réflexion théorique et pragmatique sur la fabrique des politiques linguistiques scolaires. Elle est entièrement tournée vers l’objectif de prendre en considération la complexité inhérente à la conception des politiques linguistiques scolaires dans un monde glocalisé. / At this start of the XXIst century, all multilingual and multicultural societies, that is to say almost all countries in the world, are concerned with school language policies. In particular, schooling language management is a shared concern by all states involved in (or obliged to) ensure the living together and to contribute to the human, social and economic development while maintaining cultural identities both labile and plural. During the XXth century societies organised themselves into state units with a democratic utopia in the background. It was a century where the political scene got transformed with the appearance of supranational organizations and the reawakening of the civil society.In a global context that seems “to want” to finish with the Babel’s curse, we try to analyse the practical dimensions of schooling language policies’ construction.In this work we support that school language policies are the results of a complex interaction between numerous actors with variable power of action.With our focus on the Mexican case and more specifically on the case of the State of Jalisco, we try to analyse the construction of the intercultural and bilingual education policy - considering it as a space for negotiations at the crossroad between global recommendations, State choices and the expectations of the native populations.This thesis is a theoretical and pragmatic reflection on the “making” of schooling language policies. It is completely turned to the objective to take into consideration the inherent complexity in the conception of the school language policies in a glocalized world. / En esos principios del siglo XXI, cualquier sociedad multilingüe y multicultural, es decir casi todos los países del mundo, se debe de enfocar en una política lingüística escolar. El manejo de los idiomas de escolarización, en especial, se convirtió en un asunto central para todos los Estados preocupados (o forzados) por asegurar la convivencia y contribuir al desarrollo humano, social y económico, respetando a la vez identidades culturales cambiantes y plurales. El siglo XX vio las sociedades organizarse en entidades estatales en medio de una utopía democrática. Asimismo, vio el profundo cambio del paisaje político con la aparición de organismos supranacionales y el despertar de la sociedad civil. Dentro de un contexto global que parece querer ponerle fin a la maldición de Babel, tratamos aquí de plantear la creación / fabricación de las políticas lingüísticas escolares. En contra de cierta tradición en la investigación sobre política y planificación lingüística que se esmera en analizar una política a través de un análisis estático, sostenemos en el presente trabajo la idea que una política lingüística escolar es el resultado de una compleja interacción entre una multitud de actores de importancia variable. Enfocándonos en el caso mexicano, y en especial en el Estado de Jalisco, nos proponemos cuestionar la creación de la política lingüística escolar en México - política de educación bilingüe intercultural - como un espacio de negociaciones entre las recomendaciones globales, las elecciones de los estados, y las reivindicaciones de los pueblos indigenas. La presente tesis es una reflexión teórica y a la vez pragmática sobre la creación de las políticas lingüísticas escolares. Tiene como objetivo fundamental tomar en consideración la complejidad inherente a la concepción de esas políticas en un mundo glocalizado.

This study explores approaches and strategies to implement in multicultural English-medium secondary schools for the management and education of black pupils with limited proficiency in English. It attempts to identify means of enhancing and accelerating the mastery by such pupils of English at a level sufficient to support their cognitive-academic needs. An account is given of those elements of the South African education system that have contributed to the disadvantagement that such children bring to the multic,llttu'al classroom. Relevant theories of bilingual education create a theoretical context for the qualitative research that follows, in which the experiences are recorded of educators at three schools where the needs of limited-English-proficient (LEI') pupils have been addressed. Data gathering was by means of focus-group interviews. Based Oll this research, guidelines are offered to help multicultural schools design policies and implement programmes to accommodate the needs of LEP pupils. / Educational Studies / M.Ed. (Comparative Education)

This study explores approaches and strategies to implement in multicultural English-medium secondary schools for the management and education of black pupils with limited proficiency in English. It attempts to identify means of enhancing and accelerating the mastery by such pupils of English at a level sufficient to support their cognitive-academic needs. An account is given of those elements of the South African education system that have contributed to the disadvantagement that such children bring to the multic,llttu'al classroom. Relevant theories of bilingual education create a theoretical context for the qualitative research that follows, in which the experiences are recorded of educators at three schools where the needs of limited-English-proficient (LEI') pupils have been addressed. Data gathering was by means of focus-group interviews. Based Oll this research, guidelines are offered to help multicultural schools design policies and implement programmes to accommodate the needs of LEP pupils. / Educational Studies / M.Ed. (Comparative Education)