Language Policy Processes and Consequences: Arizona Case.

ISBN 10: 1783091932 / ISBN 13: 9781783091935

Editore: Multilingual Matters, 2014

Riguardo questo articolo

Codice articolo 18134028802

Dati bibliografici

• Titolo: Language Policy Processes and Consequences: Arizona Case.
• Editore: Multilingual Matters
• Data di pubblicazione: 2014
• Lingua: Inglese
• ISBN 10: 1783091932
• ISBN 13: 9781783091935
• Rilegatura: Brossura
• Condizione: New

Descrizione articolo

Riassunto

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.

Informazioni sugli autori

Sarah Catherine K. Moore is a Program Director at the Center for Applied Linguistics, Washington, DC. Her research interests include educational language policy, teacher preparation, curriculum and instruction for language learners and policy implementation.

Sarah Catherine K. Moore is a Program Director at the Center for Applied Linguistics, Washington, DC. Her research interests include educational language policy, teacher preparation, curriculum and instruction for language learners and policy implementation.