Restrictive Language Policy in Practice : : English Learners in Arizona / / Amy J. Heineke.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Complete eBook-Package 2016
• VerfasserIn: Heineke, Amy J.,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2016]; ©2016
• Year of Publication: 2016
• Language: English
• Series: Bilingual Education & Bilingualism
• Physical Description: 1 online resource
• Other title: Frontmatter --; Contents --; Part 1: Context --; 1. Introduction --; 2. Looking Back: Historical Lens on Arizona Policies and Practices --; 3. Contemporary Context of English Learner Education --; Part 2: Findings --; 4. Starting at the Center: English Language Development in Classrooms --; 5. Local Policy (P)layers: Classroom, School and District Educators --; 6. Administrators and Educators: State Educational Policy in Practice --; 7. Legislators and Lobbyists: Power, Politics and Policy in Arizona --; Part 3: Discussion --; 8. Rationalizing the Education of English Learners in Arizona: The Complexities of Language Policy in Practice --; 9. Looking Forward: Recommendations for English Learner Education --; References --; Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781783096428; 9783110663112; 9783110606706
• DOI: 10.21832/9781783096428
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Amy J. Heineke.

As the most restrictive language policy context in the United States, Arizona's monolingual and prescriptive approach to teaching English learners continues to capture international attention. More than five school years after initial implementation, this study uses qualitative data from the individuals doing the policy work to provide a holistic picture of the complexities and intricacies of Arizona's language policy in practice. Drawing on the varied perspectives of teachers, leaders, administrators, teacher-educators, lawmakers and community activists, the book examines the lived experiences of those involved in Arizona's language policy on a daily basis, highlighting the importance of local perspectives and experiences as well as the need to prepare and professionalize teachers of English learners.