Implementing Educational Language Policy in Arizona

Implementing Educational Language Policy in Arizona

Legal, Historical and Current Practices in SEI

Book - 2012
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Univ of Toronto Pr
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 complete segregation of English learners for 4 hours a day from English speakers and academic content for a minimum of one year.
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.

Book News
Arias (education, Arizona State University) and Faltis (education, University of California-Davis) unite contributors in English, education, teaching English as a second language, and applied linguistics to study the implementation of state-prescribed structured English immersion (SEI) and English-only polices in Arizona public schools, in force in the state since 2000, and their impact on language minority students in Arizona. The book begins with a review of language policies and teacher preparation, pointing to research that SEI is not effective in teaching students new languages. Part 2 outlines the impact of SEI in Arizona classrooms, drawing on interviews to give insight on teachers' attitudes to students, teaching preferences, and educational values. The book concludes by analyzing the Arizona Department of Education's mandated SEI professional development for teachers. There is no subject index. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)

Publisher: Bristol ; Buffalo [N.Y.] : Multilingual Matters, ©2012
ISBN: 9781847697448
9781847697455
Branch Call Number: 306.44979 Im75 2012
Characteristics: xxviii, 181 pages : illustrations ; 22 cm

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