Implementing Educational Language Policy in Arizona : : Legal, Historical and Current Practices in SEI / / ed. by Christian Faltis, M. Beatriz Arias.

• Superior document: Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013
• MitwirkendeR: Adamson, H. D.,; Arias, M. Beatriz,; Combs, Mary Carol,; Estrella-Silva, Alexandria,; Faltis, Christian,; Krashen, Stephen,; Long, Michael H.,; MacSwan, Jeff,; Markos, Amy,; Moore, Sarah Catherine K.,; Murri, Nancy J.,; Olson, Kate,; Rolstad, Kellie,; Wiley, Terrence,
• HerausgeberIn: Arias, M. Beatriz,; Faltis, Christian,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2012]; ©2012
• Year of Publication: 2012
• Language: English
• Series: Bilingual Education & Bilingualism
• Physical Description: 1 online resource (224 p.)
• Other title: Frontmatter --; Contents --; Contributors --; Foreword: From Restrictive SEI to Imagining Better --; Introduction --; Part 1: Language Policy in Arizona --; 1. Language Policy and Teacher Preparation: The Implications of a Restrictive Language Policy on Teacher Preparation --; 2. Research-based Reform in Arizona: Whose Evidence Counts for Applying the Castañeda Test to Structured English Immersion Models? --; 3. SLA Research and Arizona’s Structured English Immersion Policies --; Part 2: Implementing SEI in Arizona --; 4. Everything on Its Head: How Arizona’s Structured English Immersion Policy Re-invents Theory and Practice --; 5. Teachers’ Sheltered English Immersion Views and Practices --; 6. Review of ‘Research Summary and Bibliography for Structured English Immersion Programs’ of the Arizona English Language Learners Task Force --; Part 3: Arizona Teacher Preparation for SEI --; 7. ‘They’re Just Confused’: SEI as Policy into Practice --; 8. Implementing Structured English Immersion in Teacher Preparation in Arizona --; 9. The Politics of Preservice Teachers
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781847697462; 9783111024738; 9783110663136; 9783110606713
• DOI: 10.21832/9781847697462
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: ed. by Christian Faltis, M. Beatriz Arias.

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.