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 U.S. Authored by scholars and practitioners who have been directly involved in documenting, and contesting, Arizona's English-only policies, this volume is an important call to action for all concerned with social and linguistic justice in education.
Chapters, each representing a case study of policy-making in the state of Arizona, 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, a discussion of what the various cases mean for the education of English learners in the state.
The volume is edited by Dr. Sarah Catherine K. Moore, Program Director at the Center for Applied Linguistics (CAL); includes a chapter co-authored by Dr. M. Beatriz Arias, Vice President of Development at CAL; and a conclusion by Dr. Terrence E. Wiley, President & CEO of the Center for Applied Linguistics. 2014. 184 pages.