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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.
Sarah Catherine K. Moore is a Program Director at the Center for Applied Linguistics, Washington, DC. Her research interests include educational language policy, teacher preparation, curriculum and instruction for language learners and policy implementation.
1. Karen E. Lillie and Sarah Catherine K. Moore: SEI in Arizona: Bastion for States’ Rights2. Tim Hogan: Flores v. Arizona3. Wayne E. Wright: Prop. 203 and Arizona’s Early School Reform Efforts: The Nullification of Accommodations4. Sarah Catherine K. Moore: Ensuring Oversight: State-Wide SEI Teacher Professional Development5. Amy Markos and M. Beatriz Arias: (Mis)Aligned Curricula: The Case of New Course Content6. Giovanna Grijalva and Margarita Jiménez-Silva: Exploring Principals’ Concerns Regarding the Implementation of Arizona’s Mandated SEI Model7. Karen E. Lillie and Amy Markos: The Four-Hour Block: SEI in Classrooms8. Terrence G. Wiley: Conclusion: The Consequences of Nullification
Arizona is the miner's canary for linguistic human rights. Authored by scholars and practitioners who have been directly involved in documenting – and contesting –Arizona's English-only policies, this highly accessible and important volume is a call to action for all concerned with social and linguistic justice in education. From segregated schooling to the nullification of accommodations for English learners, the authors bring to light the toxic consequences of restrictive language policies, while clearly pointing the way to more equitable and appropriate educational alternatives.
