Implementing educational language policy in Arizona : legal, historical and current practices in SEI
- Bristol ; Buffalo [N.Y.] : Multilingual Matters, c2012.
- Physical description
- xxviii, 181 p. : ill ; 22 cm.
- Bilingual education and bilingualism.
P119.32 .A75 I47 2012
- Unknown P119.32 .A75 I47 2012
- Includes bibliographical references.
- Foreword Terrence Wiley, Center for Applied LinguisticsEditors' IntroductionM. Beatriz Arias, Arizona State University Christian Faltis, University of California, Davis.Section I. Language Policy in Arizona 1.Language Policy and Teacher Preparation: The Implications of a Restrictive Language Policy on Teacher PreparationBeatriz Arias, Arizona State University 2.Scientific-based Reform in Arizona: Whose Evidence Counts for Applying the Castaneda test to Structured English Immersion? Christian Faltis, University of California, DavisBeatriz Arias, Arizona State University 3.SLA Research and Arizona's Structured English Immersion PoliciesMichael Long, University of Maryland Douglas Adamson, University of ArizonaSection II. Implementing SEI in Arizona 4.Everything on its Head: How Arizona's Structured English Immersion Policy Re-invents Theory and PracticeMary Carol Combs, University of Arizona 5.Teachers' Sheltered English Immersion Views and Practices Wayne Wright, The University of Texas at San AntonioKo-Yin Sung, The University of Texas at San Antonio 6.Review of "Research Summary and Bibliography for Structured English Immersion Programs" of the Arizona English Language Learners Task ForceStephen Krashen, University of Southern CaliforniaJeff MacSwan, University of Maryland-CollegeKellie Rolstad, University of Maryland-CollegeSection III. Arizona Teacher Preparation for SEI 7."They're Just Confused": SEI as Policy into Practice Sarah Moore, Arizona State University 8.Implementing Structured English Immersion in Teacher Preparation in Arizona Nancy Murri, Eagle County School DistrictAmy Markos, Arizona State UniversityAlexandria Estrella, Arizona State University 9.The Politics of Preservice TeachersKate Olson, Arizona State University.
- (source: Nielsen Book Data)
- Publisher's Summary
- 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.
(source: Nielsen Book Data)
- Publication date
- edited by M. Beatriz Arias and Christian Faltis.
- Bilingual education & bilingualism