| The Conasauga Project, a partnership born in the community of Conasauga, Georgia, was a four-pronged plan to aid a community undergoing an enormous demographic change in the form of an influx of Hispanic immigrants. This research examines the effects of the Conasauga Project on the policy of Conasauga Public Schools (CPS) in regard to the education of English language learners in the school system.;The methodology used was ethnography of policy, or socio-cultural policy analysis. Utilizing qualitative techniques of ethnographic interviews, participant observation, and document analysis, this method examined policy as practice in the settings where policy is implemented. Research questions addressed were (a) What influence has the Conasauga Project had on CPS policy regarding second language learners? (b) How is the CPS policy regarding second language learners implemented and applied at the school level? What does it look like as practice? and (c) How is CPS policy regarding second language learners perceived by teachers, parents, administrators, students, and community members?;The data showed that in the areas of funding and curriculum, the Conasauga Project had little influence on CPS policy. However, the Conasauga Project served as a cultural bridge between CPS and the Hispanic community, and demonstrated the value of bilingualism to the extent that CPS hiring practices were affected. Further, teachers and principals reported changed practices as a result of their attendance at the Summer Institute.;The research regarding policy as practice in CPS in the education of ELL students shows that CPS offers a continuum of services from a separate day school to regular education classes. Also included are Language Academy classes, ESOL classes, migrant education, dual language classes, and elementary foreign language.;CPS policy, as perceived by stakeholders, is to teach ELL students English and to graduate all students bilingual and biliterate. Some stakeholders also felt that the CPS administrative staff members were not knowledgeable in the education of ELL students; however, administrative staff members reported that their own knowledge level was adequate. Some stakeholders also felt that system policy and direction were not adequately communicated. Anglo and Hispanic parents, in general, were pleased with their children's education. |
