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.
Содержание
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
Об авторе
Christian Faltis is Chair of the Education Department and Professor of Bilingual Education at Texas A&M International University. He professor emeritus at University of California, Davis and Arizona State University, where he taught for 18 years. His research interests include teacher education for emergent bilingual users, critical bilingual education, and critical arts-based learning. Christian is an AERA Fellow, an AERA Distinguished Scholar, and the recipient of the AERA Bilingual Education SIG Lifetime Achievement Award. He has been a Fulbright Scholar. He has published 25 books, and more than 80 articles and book chapters over a span of 42 years.
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