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. Following a Foreword, From Restrictive SEI to Imagining Better by Terrence Wiley, and an Introduction, this book contains three parts. Part 1: Language Policy in Arizona, contains (1) Language Policy and Teacher Preparation: The Implications of a Restrictive Language Policy on Teacher Preparation (M. Beatriz Arias); (2) Research-based Reform in Arizona: Whose Evidence Counts for Applying the Castañeda Test to Structured English Immersion Models? (Christian Faltis and M. Beatriz Arias); and (3) SLA Research and Arizona's Structured English Immersion Policies (Michael H. Long and H.D. Adamson). Part 2: Implementing SEI in Arizona, contains: (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 E. Wright and Koyin Sung); and (6) Review of 'Research Summary and Bibliography for Structured English Immersion Programs' of the Arizona English Language Learners Task Force (Stephen Krashen, Jeff MacSwan and Kellie Rolstad). Part 3: Arizona Teacher Preparation for SEI, contains: (7) "They're Just Confused": SEI as Policy into Practice (Sarah Catherine K. Moore); (8) Implementing Structured English Immersion in Teacher Preparation in Arizona 142 (Nancy J. Murri, Amy Markos and Alexandria Estrella-Silva); and (9) The Politics of Preservice Teachers (Kate Olson).