Language policy development connects a school district's educational philosophy and the day-to-day practice of educators. An educational philosophy elaborates the aims a school district has for its students; language policy, on the other hand, engages day-to-day practice because it is concerned with how students are going to achieve the aims through language. Moreover, administrators and teachers, in their educational practice, participate in an ongoing process of language planning, a process linked to power and social justice issues. This article maps out the relationship between cultural nationalist ideology and language policy development in the Crystal City Independent School District. Using qualitative data and teacher narratives, it analyzes how language planning unfolds at the level of the school site and the effects this has on teachers and instruction. The analysis supports the conclusion that the school district as an institution has limitations in promoting cultural and linguistic maintenance in its student population.
Andrade, S. J. (1978). Chicano mental health: The case of Cristal: An evaluation of the Zavala mental health program. Austin, TX: Hogg Foundation for Mental Health.
2.
Apple, M. (1982). Education and power. London: Routledge.
3.
Barker, C.,& Galasinski, D. (2001). Cultural studies and discourse Analysis: A dialogue on language and identity. Thousand Oaks, CA: Sage.
4.
Barth, F. (1969). Ethnic groups and boundaries. London: Allen and Unwin.
5.
Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and method. Boston: Allyn & Bacon.
6.
Bourdieu, P., & Passeron, J. (1977). Reproduction in society, education and culture. Beverly Hills, CA: Sage.
7.
Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and contradictions of economic life. New York: Basic Books.
8.
Brooker, P. (1999). A concise glossary of cultural theory. London: Arnold.
9.
Camejo, A. (Ed.). (1971). Documents of the Chicano struggle. New York: Pathfinder Press.
10.
Carter, T. P. (1970). Mexican Americans in school: A history of educational neglect. New York: College Entrance Examination Board.
11.
Carter, T. P., & Segura, R. D. (1979). Mexican Americans in school: A decade of change. New York: College Entrance Examination Board.
12.
Connell, R. W. (1993). Schools and social justice. Philadelphia: Temple University Press.
13.
Corson, D. (1990). Language policy across the curriculum. Philadelphia: Multilingual Matters.
14.
Corson, D. (1999). Language policy in schools: A resource for teachers and administrators. Mahwah, NJ: Lawrence Erlbaum.
15.
Cortez, A. (1974). A comparison of the political and educational attitudes of Mexican American high school students in three communities. Unpublished master's thesis, University of Texas at Austin.
16.
Donato, R. (1997). The other struggle for equal schools: Mexican Americans during the civil rights era. Albany: State University of New York Press.
17.
El Plan de Aztlán. (1971). Retrieved August 22, 2004, from www-rohan.sdsu.edu/dept/mas/aztlan.htm
18.
Emerson, R. M., Fretz, R. I.,& Shaw, L. L. (1996). Writing ethnographic notes. Chicago: University of Chicago Press.
19.
Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching(3rded., pp. 119-161). New York: Macmillan.
20.
Escamilla, K. (1994). The sociolinguistic environment of a bilingual school: A case study introduction. Bilingual Research Journal, 18, 21-48.
21.
Faltis, C. (1997a). Bilingual education in the United States. In J. Cummings& D. Corson (Eds.), Encyclopedia of language and education: Vol. 5. Bilingual education(pp. 189-197). Dordrecht, The Netherlands: Kluwer.
22.
Faltis, C. (1997b). Case study methods in research language and education. In N. H. Hornberger & D. Corson (Eds.), Encyclopedia of language and education: Vol. 8. Research methods in language and education(pp. 145-152). Dordrecht, The Netherlands: Kluwer.
23.
Foley, D. E. (1990). Learning capitalist culture: Deep in the heart of Tejas. Philadelphia: University of Philadelphia Press.
24.
Foley, D. E., Mota, C., Post, D. E., & Lozano, I. (1988). From peones to politicos: Ethnic relations in a south Texas town, 1900-1977(Rev. ed.). Austin: Center for Mexican American Studies, University of Texas Press.
25.
Freidel, F., & Sidey, H. S. (n.d.) The presidents of the United States of America. Available at www.whitehouse.gov/history/presidents/lj36.htm
26.
García, I. M. (1989). United we win: The rise and fall of the Raza Unida Party. Tucson: Mexican American Studies and Research Center, University of Arizona.
27.
Griswold del Castillo, R. (1990). The treaty of Guadalupe Hidalgo: Alegacy of conflict. Norman: University of Oklahoma Press.
28.
Gutiérrez, J. A. (1976). Toward a theory of community organization in a Mexican American community in South Texas. Unpublished doctoral dissertation, University of Texas at Austin.
29.
Gutiérrez, J. A. (1998). The making of a Chicano militant: Lessons from Cristal. Madison: University of Wisconsin Press.
30.
Hall, S. (1996). Gramsci's relevance for the study of race and ethnicity. In D. Morley & D.-K. Chen (Eds.),. Stuart Hall: Critical dialogues in cultural studies(pp. 411-440). London: Routledge.
31.
Langenegger, J. A. (1993). The school as a political tool: A case study of Crystal City, Texas. Unpublished master's thesis, Baylor University, Waco, TX.
32.
Levinson, B. A., & Holland, D. C. (1996). The cultural production of the educated person. In B. A. Levinson, D. E. Foley, & D. C. Holland (Eds.), The cultural production of the educated person: Critical ethnographies of schooling and local practice(pp. 1-54). New York: State University of New York Press.
33.
Mathis, W. J. (1973). Political socialization in a Mexican American high school. Unpublished doctoral dissertation, University of Texas at Austin.
34.
Melville, M. (1983). Ethnicity: An analysis of its dynamism and variability focusing on the Mexican/Anglo/Mexican American interface. American Ethnologist, 10(2), 272-289.
35.
Navarro, A. (1998). The Cristal experiment: A Chicano struggle for community control. Madison: University of Wisconsin Press.
36.
Padilla, R. (1984). Federal policy shifts and the implementation of bilingual education programs. In R. T. Córdova & J. R. García (Eds.), The Chicano struggle: Analyses of past and present efforts(pp. 90-110). Binghamton, NY: Bilingual Press/Editorial Bilingüe.
37.
Patton, S., & Mondale, S. (Producers), & Mondale, S. (Director). (2001). School, the story of American public education: A struggle for educational equality: 1950-1980(Vol. 3) [Film]. Princeton, NJ: Films for the Humanities and Sciences.
38.
Paulston, C. B. (1978). Education in a multicultural setting. International Review of Education, 24, 309-328.
39.
Piven, F. F.,& Cloward, R. A. (1977). Poor people's movement: Why they succeed, how they fail. New York: Basic Books.
40.
Post, D. E. (1975). Ethnic competition for control of schools in two South Texas towns. Unpublished doctoral dissertation, University of Texas at Austin.
41.
Ramírez, J. D., Yuen, S., Ramey, D.,& Pasta, D. (1991). Longitudinal study of sheltered English immersion, Early-Exit Transitional Bilingual Education programs for language minority children. Washington, DC: U.S. Department of Education.
42.
Rendon, A. (1972). Chicano manifesto. New York: Macmillan.
43.
Reskin, H. S. (Producer and Director),& Williams, R. (Director). (1974). The schools of Cristal: An experiment in change[Film]. Stanford, CA: Stanford Center for Research and Development in Teaching, Stanford University.
44.
Rosaldo, R. (1993). Culture and truth: The remaking of social analysis. Boston: Beacon.
45.
Schmidt, R., Sr. (2002). Racialization and language policy: The case of the U.S.A.Multilingua, 21, 141-161.
46.
Shannon, S. (1995). The hegemony of English: Acase study of one bilingual classroom. Linguistics and Education, 7, 175-200.
47.
Shockley, J. S. (1974). Chicano revolt in a Texas town. Notre Dame, IN: University of Notre Dame Press.
48.
Smith, W. E., Jr. (1978). Mexican resistance to schooled ethnicity: Ethnic student power in South Texas, 1930-1970.Unpublished doctoral dissertation, University of Texas at Austin.
49.
Smith, W. E., Jr., & Foley, D. E. (1975). The transition of multiethnic schooling in model town, Texas: 1930-1969 (Final report NIE Project No. R020825 and 3-4003). Washington, DC: U.S. Department of Health, Education, and Welfare, Office of Education.
50.
Smith, W. E., Jr.,& Foley, D. E. (1978). Mexican resistance to schooling in a South Texas colony. Education and Urban Society, 10(2), 145-176.
51.
Smolicz, D. (1979). Culture and education in a plural society. Canberra, Australia: Curriculum Development Center.
52.
Spener, D. (1988). Transitional bilingual education and the socialization of immigrants. Harvard Educational Review, 58(2), 133-153.
53.
Stein, C. B. (1986). Sink or swim: The politics of bilingual education. New York: Praeger.
54.
Trujillo, A. L. (1996). In search of Aztlán: Movimiento ideology and the creation of a Chicano worldview through schooling. In B. A. Levinson, D. E. Foley, & D. C. Holland (Eds.), The cultural production of the educated person: Critical ethnographies of schooling and local practice(pp. 119-149). New York: State University of New York Press.
55.
Trujillo, A. L. (1998). Chicano empowerment and bilingual education: Movimiento politics in Crystal City, Texas. New York: Garland.
