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Heineke, Amy J. – Language Policy, 2018
The most restrictive language policy context in the United States, Arizona's monolingual and prescriptive approach to teaching English learners continues to capture national and international attention. Five school years removed from the initial implementation, this study aimed to understand the complexities of Arizona language policy in…
Descriptors: Faculty Mobility, Language Acquisition, Educational Policy, State Policy
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Kelly, Laura Beth – Language Policy, 2018
I analyze two bills from the state legislatures of California (SB 1174) and Arizona (SB 1242) that propose to expand bilingual education where English-only education was previously the default. Using a critical discourse analysis lens to conduct a directed content analysis, I ask who bilingual education is for, why it is offered, and how the…
Descriptors: Bilingualism, Bilingual Education Programs, English Language Learners, Language Planning
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Leckie, Alisa G.; Kaplan, Suzanne E.; Rubinstein-Avila, Eliane – Language Policy, 2013
Several states, including Arizona, have enacted English-only legislation, within the past decade, impacting the schooling of students who are identified as English language learner (ELLS). As a result, ELLS in Arizona are assigned to a prescriptive program--apart from their fluent English-speaking peers--for 4 h a day, during a time "not…
Descriptors: Educational Policy, English (Second Language), Discourse Analysis, Second Language Learning
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Combs, Mary Carol; Nicholas, Sheilah E. – Language Policy, 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.…
Descriptors: Federal Legislation, American Indians, Bilingual Education, Second Language Learning
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Florez, Ida Rose – Language Policy, 2012
The Arizona English Language Learners Assessment (AZELLA) is used by the Arizona Department of Education to determine which children should receive English support services. AZELLA results are used to determine if children are either proficient in English or have English language skills in one of four non-proficient categories (pre-emergent,…
Descriptors: Expertise, Test Validity, Second Language Learning, Cutting Scores
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Goldenberg, Claude; Rutherford-Quach, Sara – Language Policy, 2012
Assuring that English learners (ELs) receive the support services to which they are entitled requires accurately identifying students who are limited in their English proficiency. As a first step in the identification process, students' parents fill out a home language survey. If the survey indicates a language other than English is spoken in the…
Descriptors: Language Tests, Second Language Learning, Identification, English (Second Language)
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Rios-Aguilar, Cecilia; Gonzalez Canche, Manuel S.; Sabetghadam, Shirin – Language Policy, 2012
Approximately five million English Language Learners (ELLs) attend public schools in the United States. Because the majority of ELLs tend to live in immigrant families, schools become the means to provide ELLs with the English skills necessary to be competent in school and in life. Federal and state policies regarding instructional arrangements…
Descriptors: Evidence, Language Planning, Academic Achievement, Second Language Learning
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Gandara, Patricia; Orfield, Gary – Language Policy, 2012
The United States is home to the largest number of immigrants of any nation (United Nations 2006). In 2005, 38.5 million residents of the U.S. were foreign born. As a result, an increasing number of children in the public schools are either immigrants or the children of immigrants: more than one of every five. Most of these children come from…
Descriptors: Public Schools, Court Litigation, Second Language Learning, Immigrants
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Hopkins, Megan – Language Policy, 2012
In response to the passage of a state English-only policy and a newly mandated instructional model for English learners that focuses on English acquisition, Arizona introduced training requirements for all of the state's educators related to English learners. This policy coincided with changes in the training Arizona teachers opted to pursue,…
Descriptors: Bilingual Education, Second Language Learning, Teacher Surveys, English (Second Language)
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Fitzsimmons-Doolan, Shannon – Language Policy, 2009
The pluralist narrative of language policies suggests that language policies are influenced by public perceptions of immigrants (Darder 2004; Gonzalez 2000; Pavlenko 2002; Valdes 1997). This paper investigates the relationship between newspaper discourse about language policies and newspaper discourse about immigration. It asks how much key,…
Descriptors: Language Planning, Semantics, Immigration, Immigrants