Language Policy Processes and Consequences

. Ed(s): Moore, Sarah Catherine K.

ISBN 10: 1783091940 / ISBN 13: 9781783091942

Published by Channel View Publications Ltd, 2014

About this Item

This book outlines the case of the English-only movement and educational language policy in Arizona. It ranges from early Prop 203 implementation to an investigation of what Structured English Immersion policy looks like in today's classrooms, and concludes with a discussion on what the various cases mean for the education of English learners. Editor(s): Moore, Sarah Catherine K. Series: Bilingual Education and Bilingualism. Num Pages: 184 pages. BIC Classification: 1KBBWZ; CFDM; JNF; JNSV. Category: (UP) Postgraduate, Research & Scholarly. Dimension: 234 x 156 x 16. Weight in Grams: 418. . 2014. Hardback. . . . . Books ship from the US and Ireland.

Seller Inventory # V9781783091942

Bibliographic Details

• Title: Language Policy Processes and Consequences
• Publisher: Channel View Publications Ltd
• Publication Date: 2014
• Language: English
• ISBN 10: 1783091940
• ISBN 13: 9781783091942
• Binding: Hardcover
• Condition: New

About this title

Synopsis

This book traces the recent socio-historical trajectory of educational language policy in Arizona, the state with the most restrictive English-only implementation in the US. Chapters, each representing a case study of policy-making in the state, include:

• an overview and background of the English-only movement, the genesis of Structured English Immersion (SEI), and current status of language policy in Arizona;

• an in-depth review of the Flores case presented by its lead lawyer;

• a look at early Proposition 203 implementation in the context of broader educational ‘reform’ efforts;

• examples of how early state-wide mandates impacted teacher professional development;

• a presentation of how new university-level teacher preparation curricula misaligns with commonly-held beliefs about what teachers of language minority students should know and understand;

• an exploration of principals’ concerns about enforcing top-down policies for SEI implementation;

• an investigation of what SEI policy looks like in today’s classrooms and whether it constitutes equity;

• and finally, a discussion of what the various cases mean for the education of English learners in the state.

About the Author

Sarah C.K. Moore is Assistant Clinical Professor of Applied Linguistics and Language Education in the Department of Teaching and Learning, Policy and Leadership in the College of Education at the University of Maryland College Park. Her research interests include language policy and planning, education policy implementation, language educator preparation, language program development, and provision of virtual education. She has extensively studied restrictive language policies and their impact on minoritized language communities, with emphasis on educators’ roles as interpreters and agents for advocacy.