Sign In / Sign Out
Navigation for Entire University
- ASU Home
- My ASU
- Colleges and Schools
- Map and Locations
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.
"Evidence of the harmful effects of Arizona's instructional policy for English learners has mounted. This one volume, edited by Arias and Faltis, two of the nation's leading experts in the field, provides solid evidence carefully linked to theory, and compelling arguments for why the policy is blatantly discriminatory. It also provides important guidance for policymakers and the courts as they evaluate the legal basis for Arizona's misbegotten language instructional policy. Read it and be empowered to act!"