Award Date

8-1-2012

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Committee Member

Teresa Jordan

Second Committee Member

LeAnn Putney

Third Committee Member

Edith Rusch

Fourth Committee Member

James Hager

Fifth Committee Member

Martha Young

Number of Pages

175

Abstract

This study identified the control structures and power relationships that exist in four state language of instruction policies using a neo-institutional and postmodern framework. Policies selected include two states with English-only instruction and two states without. Critical discourse analysis was applied in three phases (individual case, within-group, between group) using a Layers of Analysis Framework. Three key findings emerged. First, policy discourse has the potential to positively or negatively impact students. Second, issues of control and power emerge when misalignments exist between the state and society. Third, discourse style alone does not dictate a state's relationship to society. Recommendations include expanding the Layers of Analysis Framework to policies inside and outside education to substantiate the findings uncovered by this investigation.

Keywords

Critical discourse analysis; Education and state; Language of instruction; Language policy; Layers of analysis framework; Neo-institutional theory; Policy analysis; Postmodern theory

Disciplines

Bilingual, Multilingual, and Multicultural Education | Education Policy

Language

English


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