Language Policy Processes and Consequences

Arizona Case Studies
Erscheinungsjahr 2014
ISBN: 978-1-78309-193-5
Verlag: Multilingual Matters

Buch, Englisch, 184 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 284 g

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.

Autoren/Hrsg.

Moore, Sarah C. K.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit

Inhaltsverzeichnis

1. Karen E. Lillie and Sarah Catherine K. Moore: SEI in Arizona: Bastion for States’ Rights

2. Tim Hogan: Flores v. Arizona

3. Wayne E. Wright: Prop. 203 and Arizona’s Early School Reform Efforts: The Nullification of Accommodations

4. Sarah Catherine K. Moore: Ensuring Oversight: State-Wide SEI Teacher Professional Development

5. Amy Markos and M. Beatriz Arias: (Mis)Aligned Curricula: The Case of New Course Content

6. Giovanna Grijalva and Margarita Jiménez-Silva: Exploring Principals’ Concerns Regarding the Implementation of Arizona’s Mandated SEI Model

7. Karen E. Lillie and Amy Markos: The Four-Hour Block: SEI in Classrooms

8. Terrence G. Wiley: Conclusion: The Consequences of Nullification

Über Autor(innen)

Moore, Sarah C. K.
Sarah C.K. Moore is Assistant Clinical Professor of Applied Linguistics and Language Education in the Department of Teaching and Learning, Policy and Leadership in the College of Education at the University of Maryland College Park. Her research interests include language policy and planning, education policy implementation, language educator preparation, language program development, and provision of virtual education. She has extensively studied restrictive language policies and their impact on minoritized language communities, with emphasis on educators’ roles as interpreters and agents for advocacy.

Sarah Catherine K. Moore is a Program Director at the Center for Applied Linguistics, Washington, DC. Her research interests include educational language policy, teacher preparation, curriculum and instruction for language learners and policy implementation.