1.

Record Nr.

UNINA9910136069603321

Autore

Heineke Amy J.

Titolo

Restrictive Language Policy in Practice : English Learners in Arizona / / Amy J. Heineke

Pubbl/distr/stampa

Blue Ridge Summit, PA : , : Multilingual Matters, , [2016]

©2016

ISBN

1-78309-643-8

1-78309-642-X

Descrizione fisica

1 online resource (234 pages) : illustrations, tables

Collana

Bilingual Education & Bilingualism

Disciplina

306.44/9791

Soggetti

Language policy - Arizona

Education, Bilingual - Arizona

English language - Study and teaching - Arizona - Foreign speakers

Lingua di pubblicazione

Inglese

Formato

Materiale a stampa

Livello bibliografico

Monografia

Nota di bibliografia

Includes bibliographical references and index.

Nota di contenuto

Frontmatter -- Contents -- 1. Introduction -- 2. Looking Back: Historical Lens on Arizona Policies and Practices -- 3. Contemporary Context of English Learner Education -- 4. Starting at the Center: English Language Development in Classrooms -- 5. Local Policy (P)layers: Classroom, School and District Educators -- 6. Administrators and Educators: State Educational Policy in Practice -- 7. Legislators and Lobbyists: Power, Politics and Policy in Arizona -- 8. Rationalizing the Education of English Learners in Arizona: The Complexities of Language Policy in Practice -- 9. Looking Forward: Recommendations for English Learner Education -- References -- Index

Sommario/riassunto

As the most restrictive language policy context in the United States, Arizona’s monolingual and prescriptive approach to teaching English learners continues to capture international attention. More than five school years after initial implementation, this study uses qualitative data from the individuals doing the policy work to provide a holistic picture of the complexities and intricacies of Arizona’s language policy in practice. Drawing on the varied perspectives of teachers, leaders, administrators, teacher-educators, lawmakers and community activists, the book examines the lived experiences of those involved in Arizona’s



language policy on a daily basis, highlighting the importance of local perspectives and experiences as well as the need to prepare and professionalize teachers of English learners.