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

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2015
• MitwirkendeR: Arias, Beatriz,; Grijalva, Giovanna,; Hogan, Tim,; Jimenez-Silva, Margarita,; Lillie, Karen E.,; Markos, Amy,; Moore, Sarah Catherine K.,; Wiley, Terrence G.,; Wright, Wayne E.,
• HerausgeberIn: Moore, Sarah C. K.,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2014]; ©2014
• Year of Publication: 2014
• Language: English
• Series: Bilingual Education & Bilingualism
• Physical Description: 1 online resource (184 p.)
• Other title: 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
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781783091959; 9783110663136; 9783110606713
• DOI: 10.21832/9781783091959
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: ed. by Sarah C. K. Moore.

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.