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This paper focuses on the role of personal, educational, and socio-cultural contexts influencing the creation and implementation of a two-way immersion program in a rural district in the U.S. It centers on White teacher transformation into microlevel language policy (LP) reformers and the processes involved in their reintepretation and “correction” of top-down LPs for inclusive, enriching, and equitable educational reform for English language learners and mainstream students. The study asks: how educators contested monolingual or remedial bilingual education to promote enrichment bilingual programs and policies, and what contexts fostered and constrained teachers’ role as microlevel LP reformers

Minority Language Education Reform from the Bottom: Two-Way Immersion Education for New Immigrant Populations in the United States