Negotiations of Language Policy in School at the Intersection of Race, Language, and Ability

The session explored a case study of how language policy is enacted and negotiated by administrators and students classified as long-term English learners and disabled. Using two sections of the English Learner Federal Program Monitoring instrument, Dr. Ivan Rosales Montes surfaces the ways language policy is intertwined with disability markers at one school in California. An aim is to surface how leaders working within current policies and structures might be able to inform practice to minimize the organizational harm in the education of youth.