ERIC Number: EJ1032380
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-8431
EISSN: N/A
Examining Arizona's Policy Response Post "Flores v. Arizona" in Educating K-12 English Language Learners
Jimenez-Silva, Margarita; Gomez, Laura; Cisneros, Jesus
Journal of Latinos and Education, v13 n3 p181-195 2014
This article provides an analysis of Arizona's policy response in educating English language learners by conducting a narrative review. A critical Latina/o theory approach was used to analyze the data. This study reveals 5 salient policy responses: (a) severely limit bilingual education, (b) develop controversial funding solutions, (c) implement a segregated 4-hr English language development block, (d) mandate structured English immersion-focused teacher preparation, and (e) develop disputed identification and classification instruments. The available data suggest that these policies have negatively impacted the educational experience and academic attainment of English language learners.
Descriptors: State Policy, Educational Policy, English Language Learners, Hispanic American Students, Bilingual Education, Educational Finance, Financial Support, English (Second Language), Second Language Learning, Immersion Programs, Teacher Education, Barriers, Court Litigation, State Legislation, Documentation, Content Analysis, Literature Reviews, English Only Movement, Language of Instruction, Academic Achievement, Language Proficiency
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona
Grant or Contract Numbers: N/A