TY  - BOOK
AU  - Arias,Beatriz
AU  - Grijalva,Giovanna
AU  - Hogan,Tim
AU  - Jimenez-Silva,Margarita
AU  - Lillie,Karen E.
AU  - Markos,Amy
AU  - Moore,Sarah C.K.
AU  - Moore,Sarah Catherine K.
AU  - Wiley,Terrence G.
AU  - Wright,Wayne E.
TI  - Language Policy Processes and Consequences: Arizona Case Studies / 
T2  - Bilingual Education & Bilingualism
SN  - 9781783091942
AV  - P119.32.A75 L36 2014
U1  - 306.449791 23
PY  - 2014///]
CY  - Bristol, Blue Ridge Summit : : 
PB  - Multilingual Matters, 
KW  - Education, Bilingual
KW  - Arizona
KW  - Case studies
KW  - English language
KW  - Study and teaching
KW  - Immersion method
KW  - Foreign speakers
KW  - Language policy
KW  - LANGUAGE ARTS & DISCIPLINES / Linguistics / General
KW  - sh
KW  - Structured English Immersion
KW  - language education
KW  - language policy
N1  - Frontmatter --; Contents --; List of Contributors --; 1. SEI in Arizona: Bastion for States' Rights --; 2. Flores v. Arizona --; 3. Proposition 203 and Arizona's Early School Reform Efforts: The Nullification of Accommodations --; 4. Ensuring Oversight: Statewide SEI Teacher Professional Development --; 5. (Mis)aligned Curricula: The Case of New Course Content --; 6. Exploring Principals' Concerns Regarding the Implementation of Arizona's Mandated SEI Model --; 7. The Four-hour Block: SEI in Classrooms --; 8. Conclusion: The Consequences of Nullification --; Index; restricted access
N2  - 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
UR  - https://doi.org/10.21832/9781783091959
UR  - https://www.degruyter.com/isbn/9781783091959
UR  - https://www.degruyter.com/document/cover/isbn/9781783091959/original
ER  -