Erratum to: Citizenship status and language education policy in an emerging Latino community in the United States

摘要: This article draws on a 23 month ethnographic study of an emerging—newly established and rapidly growing—Latino community in the New Latino Diaspora U.S. order to examine how educators parents interpret language education policy (LEP). It analyzes English as Second Language director one undocumented Mexican mother respond federal legislation 2002, known No Child Left Behind (NCLB) Act, which seeks improve educational achievement by assessing student progress through standardized testing, mandating curricular reforms, improving teacher quality. The analysis focuses portion NCLB Title III, is section that attempts enlist parental participation public schooling schools communicate with they can understand. Drawing participant observations, interviews, informal conversations, this research demonstrates ways participants’ understandings citizenship influence their interpretation reforms resulting from III NCLB. findings indicate various conceptualizations circulate between home school settings, those shape approaches enlisting offering participation. contributes our understanding three aspects LEP: way LEP interpreted formal role shaping implementation locally, individual are linked beliefs about immigration.