Library Catalog
Amazon cover image
Image from Amazon.com

Language Policy Processes and Consequences : Arizona Case Studies / / ed. by Sarah C. K. Moore.

Contributor(s): Material type: TextTextSeries: Bilingual Education & BilingualismPublisher: Bristol ; Blue Ridge Summit : : Multilingual Matters, [2014]Copyright date: ©2014Description: 1 online resource (184 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9781783091942
  • 9781783091959
Subject(s): DDC classification:
  • 306.449791 23
LOC classification:
  • P119.32.A75 L36 2014
  • P119.32.A75 .L36 2014
Other classification:
  • online - DeGruyter
Online resources:
Contents:
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
Summary: 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.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781783091959

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 online access with authorization star

http://purl.org/coar/access_right/c_16ec

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.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 18. Sep 2023)