{"pk":63379,"title":"“We teach in English here”: Conflict between language ideology and test accountability in an English-only newcomer school","subtitle":null,"abstract":"Drawing from a six-month ethnography of tenth grade immigrant students from Mexico and their teachers in a Central Texas English immersion program, this article documents multiple contradictory teacher practices regarding the use of English and Spanish in the classroom. This article argues that these varying practices represented a tension between Literacy High’s official English-only policy and a contradictory political ideology prioritizing performance on standardized tests that led to tolerance of Spanish language use.","language":"en","license":null,"keywords":[{"word":"Language ideologies"},{"word":"High-stakes testing"},{"word":"Immigrant education"},{"word":"English language education"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3hw1r0q1","frozenauthors":[{"first_name":"Rolf","middle_name":"","last_name":"Straubhaar","name_suffix":"","institution":"Texas State University","department":""}],"date_submitted":"2019-01-13T04:03:47Z","date_accepted":"2019-01-13T04:03:47Z","date_published":"2021-01-01T00:58:26Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/bre/article/63379/galley/48838/download/"}]}