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The Bilingual Edge: Why, When, and How to Teach Your Child a Second Language

Developing Literacy in Second-Language Learners:
Report of the National Literacy Panel on Language-Minority Children and
Youth

Developing Reading and Writing in Second-Language Learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and
Youth

Does the United States Need a Language Policy?

Education of Language Minority Immigrants in the United States

Forbidden Language: English Learners and Restrictive Language
Policies

Improving Education for English Learners: Research-Based Approaches

Language, Diversity, and Learning: Lessons for Education in the 21st Century

Literacy and Language Diversity in the United States

Pathways to Multilingualism: Evolving Perspectives on Immersion Education

Sustaining Linguistic Diversity: Endangered and Minority Languages and Language Varieties

Why, How, and When Should My Child Learn a Second Language?

Working Together to Build a Multilingual Society

 

Resources

Publications

Implementing Educational Language Policy in Arizona: Legal, Historical and Current Practices
in SEI

Implementing Educational Language Policy in Arizona: Legal, Historical and Current Practices in SEI coverM. Beatriz Arias and Christian Faltis

Publisher: Multilingual Matters

Bilingual Education and Bilingualism Series
Series Editors: Nancy H. Hornberger, University of Pennsylvania, USA and Colin Baker, Bangor University, Wales, UK

Order this publication online from the CAL Store.

In this volume, scholars and researchers present their latest findings and concerns regarding the impact of Arizona’s restrictive language policy on critical areas for English learners and diverse students, with an emphasis on how the policy influences teacher preparation and classroom practice. The publication focuses on the decade-long implementation of Structured English Immersion (SEI) in Arizona, which mandates that English be the primary language of instruction with English learners. The book provides a unique contribution to the study of language policy and education for English language learners. With solid evidence carefully linked to theory, the contributors address a wide range of issues with recommendations for approaches that promote expansive language education policies that build on the home languages of all students.

The publication includes a foreword by CAL President Terrence Wiley and a chapter by CAL staff member Sarah Catherine K. Moore (“SEI as Policy Into Practice”).

Read the table of contents. (270 KB) pdf icon

Policymakers, educational administrators, teachers, parents, voters, legislators, judges, lawyers, and anyone concerned about the education of bilingual students should read this book to understand the negative impact of restrictive language policies and learn more about how we can craft language policies that support all learners. 2012

Order online at the CAL Store.