Titlebook: Inciting Change in Secondary English Language Programs; The Case of Cherry H Marilee Coles-Ritchie Book 2009 Palgrave Macmillan, a division

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2945-6339 finding that structures within the school and discourses from other teachers, administrators, and the nation/community both constrained/enabled the teachers to create an equitable learning environment.978-0-230-10107-4Series ISSN 2945-6339 Series E-ISSN 2945-6347

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Epilogue: Cherry High School Now,eachers able to change and continue to change the ESL program? What were the structural elements that enabled or constrained the teachers as they continued this process of developing the school’s ESL program? Finally, how have Discourses, teacher actions, and events impacted changes to the ESL program long term?

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Introduction: Can We Blame the Teachers?,ers, so they asked a lot of specific questions about how bilingual education could really take place in a secondary school in [this intermountain state] with just under 10% population of language minority students. Like many discussions in my classes, it was spirited, and the students were intereste

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Community Context: Change Is in the Air,al Language law in 2000. This initiative relied on public discourse common in other states across the nation. On an Internet site that examined the pros and cons of English-only in this state, these Discourses were stated: 1) one language creates unity; 2) supporting many languages cost the state mo

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