Abstract

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.

This excellent volume carefully and deftly documents how language policies have impacted educational opportunity for Arizona students. The multilayered coverage of language policy processes is remarkable – from legal ramifications to implementation in schools. It is an important contribution to the field, offering both theoretical and methodological insight and innovation.

Arizona is ground zero in language policy affecting immigrant children in the US. Moore's volume tells the story of English-only policies in Arizona with informative chapters on the history, legal context, and empirical consequences for students, teachers, and administrators. It is a must-read for scholars, policymakers, and activists concerned with the education of bilingual learners.

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.

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.