This volume is a unique contribution to the study of language policy and education for English Learners because it focuses on the decade long implementation of “English Only” in Arizona. How this policy influences teacher preparation and classroom practice is the central topic of this volume. Scholars and researchers present their latest findings and concerns regarding the impact that a restrictive language policy has on critical areas for English Learners and diverse students. If a student’s language is sanctioned, do they feel welcome in the classroom? If teachers are only taught about subtractive language policy, will they be able to be tolerant of linguistic diversity in their classrooms? The implications of the chapters suggest that Arizona’s version of Structured English Immersion may actually limit English Learners’ access to English.
Inhoudsopgave
Foreword – Terrence Wiley
Editors’ Introduction – M. Beatriz Arias and Christian Faltis
Section I. Language Policy in Arizona
1. Language Policy and Teacher Preparation: The Implications of a Restrictive Language Policy on Teacher Preparation - Beatriz Arias
2. Scientific-based Reform in Arizona: Whose Evidence Counts for Applying the Castañeda Test to Structured English Immersion? – Christian Faltis and Beatriz Arias
3. SLA Research and Arizona’s Structured English Immersion Policies – Michael Long and Douglas Adamson
Section II. Implementing SEI in Arizona
4. Everything on its Head: How Arizona’s Structured English Immersion Policy Re-invents Theory and Practice – Mary Carol Combs
5. Teachers’ Sheltered English Immersion Views and Practices – Wayne Wright and Ko-Yin Sung
6. Review of “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force – Stephen Krashen, Jeff Mac Swan and Kellie Rolstad
Section III. Arizona Teacher Preparation for SEI
7. “They’re Just Confused”: SEI as Policy into Practice – Sarah Moore
8. Implementing Structured English Immersion in Teacher Preparation in Arizona – Nancy Murri, Amy Markos and Alexandria Estrella
9. The Politics of Preservice Teachers – Kate Olson
Over de auteur
Christian J. Faltis is Professor of Bilingual Education and Chair of Educational Programs at Texas A&M International University, USA. He is Professor Emeritus at the University of California, Davis, USA. His research focuses on bilingualism and bilingual teacher education. He is also an artist.Meer e-boeken van dezelfde auteur (s) / Editor
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