Full Description
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.
Contents
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
