ERIC Number: EJ959092
Record Type: Journal
Publication Date: 2012-Feb
Abstractor: As Provided
Reference Count: 58
The Effect of Arizona Language Policies on Arizona Indigenous Students
Combs, Mary Carol; Nicholas, Sheilah E.
Language Policy, v11 n1 p101-118 Feb 2012
This article discusses the effect of Arizona's language policies on school districts serving Native American students. Although these policies were designed to restrict the access of Spanish-speaking immigrant and citizen students to bilingual education programs, their reach has extended into schools and school districts serving Native Americans. Arizona's coercive and contradictory language and education policies for English language learners thus provide an instructive example of the "phenomenon of unintended consequences". Nonetheless, that such policies may be unintentional make them no less egregious. The authors argue that Arizona's language policies, together with the difficult reporting mandates of the federal No Child Left Behind Act, have compromised tribal efforts to revitalize endangered Indigenous languages and abrogated their federally recognized, though frequently ignored, rights to self-determination and sovereignty. The article discusses these and other inconsistencies between federal and state-supported policies that both create and foreclose educational opportunities and spaces for Indigenous communities.
Descriptors: Federal Legislation, American Indians, Bilingual Education, Second Language Learning, Bilingual Education Programs, School Districts, Educational Change, Educational Opportunities, Language Planning, State Legislation, Educational Policy, Self Determination, Tribal Sovereignty
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001