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Negotiating Language Policy and Practice: Teachers of English Learners in an Arizona Study Group
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Heineke, Amy J. – Educational Policy, 2015
Arizona language policy now requires English learners (ELs) to enroll in "English language development" (ELD) classrooms for 4 hr of skill-based, English-only instruction. In this article, I describe Arizona teachers' interpretation and negotiation of language policy and practice during this time of change to more restrictive mandates. I…
Descriptors: Language Planning, State Policy, English Language Learners, English (Second Language)
The Political Spectacle of Arizona's Proposition 203
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Wright, Wayne E. – Educational Policy, 2005
Arizona's Proposition 203 places restrictions on bilingual and English-as-a-second-language programs and essentiality mandates English-only education for English language learners (ELLs). This article provides an analysis of this initiative and the wide variations in its interpretation and implementation. Data sources include official policy and…
Descriptors: Second Language Learning, English (Second Language), Bilingual Education Programs, Immersion Programs
Bilingualism for the Children: Implementing a Dual-Language Program in an English-Only State
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Combs, Mary Carol; Evans, Carol; Fletcher, Todd; Parra, Elena; Jimenez, Alicia – Educational Policy, 2005
In November 2000, Arizona voters passed Proposition 203, a law that replaced bilingual education with a 1-year program known as Structured English Immersion (SEI). Although SEI has little support in the educational or applied linguistics research literature, all English-language learners (ELLs) in Arizona are automatically placed in SEI…
Descriptors: Second Language Learning, Bilingual Education, Immersion Programs, English (Second Language)