Implementing Educational Language Policy in Arizona: Legal, Historical and Current Practices in SEI (Bilingual Education & Bilingualism)
By: M.Beatriz Arias (editor), Christian J. Faltis (editor)Paperback
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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.
M. Beatriz Arias is an Associate Professor of English Education in the College of Liberal Arts and Sciences at Arizona State University. She has edited several books and published scholarly articles on Latino students and educational policy, and has focused her research on equity issues for English Learners and Latino students and teachers. She has served as a Court Appointed Monitor for a Federal Court Judge in San Jose California; and in Chicago, Denver and Los Angeles school desegregation cases, she has participated as a Court Appointed expert. Christian Faltis is the Dolly and David Fiddyment Chair in Teacher Education and Professor of Language, Literacy and Culture in the School of Education at University of California, Davis. He has authored numerous books and scholarly writing on bilingual education and Latino students. His most recent book is Education, immigrant students, refugee students, and English learners (2010, with Guadalupe Valdes). He is Editor of Teacher Education Quarterly, and Editor of Review of Research in Education, Vol. 37.
Foreword - Terrence Wiley Editors' Introduction - M. Beatriz Arias and Christian Faltis Section I. Language Policy in Arizona 1. Language Policy and Teacher Preparation: The Implications of a Restrictive Language Policy on Teacher Preparation - Beatriz Arias 2. Scientific-based Reform in Arizona: Whose Evidence Counts for Applying the Castaneda Test to Structured English Immersion? - Christian Faltis and Beatriz Arias 3. SLA Research and Arizona's Structured English Immersion Policies - Michael Long and Douglas Adamson Section II. Implementing SEI in Arizona 4. Everything on its Head: How Arizona's Structured English Immersion Policy Re-invents Theory and Practice - Mary Carol Combs 5. Teachers' Sheltered English Immersion Views and Practices - Wayne Wright and Ko-Yin Sung 6. Review of "Research Summary and Bibliography for Structured English Immersion Programs" of the Arizona English Language Learners Task Force - Stephen Krashen, Jeff MacSwan and Kellie Rolstad Section III. Arizona Teacher Preparation for SEI 7. "They're Just Confused": SEI as Policy into Practice - Sarah Moore 8. Implementing Structured English Immersion in Teacher Preparation in Arizona - Nancy Murri, Amy Markos and Alexandria Estrella 9. The Politics of Preservice Teachers - Kate Olson
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