Implementing Educational Language Policy in Arizona (Paperback)

M. Beatriz Arias

ISBN 10: 1847697445 / ISBN 13: 9781847697448

Published by Channel View Publications Ltd, Bristol, 2012

About this Item

Paperback. This volume is a unique contribution to the study of language policy and education for English Learners because it focuses on the decade long implementation of "English Only" in Arizona. How this policy influences teacher preparation and classroom practice is the central topic of this volume. Scholars and researchers present their latest findings and concerns regarding the impact that a restrictive language policy has on critical areas for English Learners and diverse students. If a student's language is sanctioned, do they feel welcome in the classroom? If teachers are only taught about subtractive language policy, will they be able to be tolerant of linguistic diversity in their classrooms? The implications of the chapters suggest that Arizona's version of Structured English Immersion may actually limit English Learners' access to English. This book brings together scholars, researchers and educators to present a critical examination of Arizona's restrictive language policies as they influence teacher preparation and practice. The Structured English Immersion model prescribes the total segregation of English learners from English speakers and academic content for at least one year. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Seller Inventory # 9781847697448

Bibliographic Details

• Title: Implementing Educational Language Policy in Arizona (Paperback)
• Publisher: Channel View Publications Ltd, Bristol
• Publication Date: 2012
• Language: English
• ISBN 10: 1847697445
• ISBN 13: 9781847697448
• Binding: Paperback
• Condition: new

About this title

Synopsis

This volume is a unique contribution to the study of language policy and education for English Learners because it focuses on the decade long implementation of “English Only” in Arizona. How this policy influences teacher preparation and classroom practice is the central topic of this volume. Scholars and researchers present their latest findings and concerns regarding the impact that a restrictive language policy has on critical areas for English Learners and diverse students. If a student's language is sanctioned, do they feel welcome in the classroom? If teachers are only taught about subtractive language policy, will they be able to be tolerant of linguistic diversity in their classrooms? The implications of the chapters suggest that Arizona's version of Structured English Immersion may actually limit English Learners' access to English.

About the Authors

Beatriz Arias is Professor Emerita at Arizona State University. During her tenure at ASU, she directed the Center for Bilingual Education and Research, served as the principal investigator for several US Department of Education grants, mentored doctoral students, directed teacher preparation programs, and worked extensively with teachers and administrators . Dr. Arias is a recognized expert in school desegregation cases with Latino plaintiffs. She served as a Court Appointed Monitor in Vasquez v. San Jose Unified, a court appointed expert in Crawford v LAUSD, Keyes v. Denver #1 and in Fischer/Mendoza v. Tucson. Dr. Arias’ upcoming book Speak English! Arizona’s Restrictive Language Policy from Statehood to the Present is forthcoming from Springer.

 

Christian Faltis, a California native schooled in Mexico, is a bilingual education professor, an AERA Fellow, and an AERA Distinguished Scholar. Christian is also an artist, whose oil paintings seek to address social inequities and visceral realities located in the bodies of marginalized people, with a focus on Mexican immigrants.