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.
Table of Content
PART I: CONTEXT
1. Introduction
2. Looking Back: Historical Lens on Arizona Policies and Practices
3. Contemporary Context of English Learner Education
PART II: FINDINGS
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
PART III: DISCUSSION
8. Rationalizing the Education of English Learners in Arizona: The Complexities of Language Policy in Practice
9. Looking Forward: Recommendations for English Learner Education
About the author
Amy J. Heineke is Associate Professor of Education in the School of Education, Loyola University Chicago, USA, where she leads undergraduate and graduate teacher education programs focused on English learners and bilingual education. Her research interests include language policy, English learners and teacher preparation.
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