ABSTRACT
The purpose of this chapter is to provide a description and analysis of a case study of two teachers, an English-as-a-second-language (ESL) teacher and a classroom teacher, working together in a facilitator model (which will be explained later in the chapter) within a restrictive district policy in Washington State. First, we provide background on the national, state, and district context, especially with regards to language policy. Then, we provide a description of the case study followed by a discussion of the collaboration between these two teachers in relation to how they negotiate their particular language policy context. This book provides a number of much-needed examples of teachers enacting language policies at the classroom level, an area within the study of language policy that has not been given enough attention. This chapter, in particular, contributes to this body of research not only by looking at the collaboration between two teachers as they negotiate a language policy but also in two other significant ways. The first way is by understanding how the negotiation of language policy at the classroom level must be examined through the staffing models that are shaped and often constrained by the broader language policy context; in this case, the state, districts, and schools (Creese, 2005). Moreover, the limited research that has been done on teachers negotiating and enacting language policy has mostly focused on teachers wrestling with how to add a layer of multilingualism to a monolingual policy (Varghese, 2008; Varghese & Stritikus, 2005). Therefore, the second significant contribution that this case study makes is by looking at how teachers wrestle with a monolingual policy and restrictive staffing model in their practice to different degrees.
