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ERIC Number: EJ858468
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-0040-5841
The Impact of English-Only Legislation on Teacher Professional Development: Shifting Perspectives in Arizona
Kaplan, Suzanne; Leckie, Alisa
Theory Into Practice, v48 n4 p297-303 2009
Language minority students represent an increasing percentage of the school-age student population in the United States. Because the number of English language learners (ELLs) is on the rise nationwide, some states have enacted English-only legislation that impacts the educational experiences of ELLs and the teachers who work with them. Many teachers are now responsible--for the first time--for the linguistic and academic success of this student population; therefore, many states and districts have mandated teacher training. The authors' work as co-staff developers over the past 7 years has highlighted the cyclic trends of teachers attending the workshops and the need to maintain a positive stance and ground training sessions in real classroom practices and experiences. As such, the interactive Structured English Language (SEI) training deepens the professional knowledge and strengthens the instructional skills of all certified teachers who attend the workshops and training sessions.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona