Description

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.

Implementing Educational Language Policy in Arizona: Legal, Historical and Current Practices in SEI

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Hardback by M. Beatriz Arias , Christian J. Faltis

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This volume is a unique contribution to the study of language policy and education for English Learners because it focuses... Read more

    Publisher: Channel View Publications Ltd
    Publication Date: 16/04/2012
    ISBN13: 9781847697455, 978-1847697455
    ISBN10: 1847697453

    Number of Pages: 216

    Non Fiction , Politics, Philosophy & Society

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    Description

    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.

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