Examining Arizona's Policy Response Post "Flores v. Arizona" in Educating K-12 English Language Learners

Autor/inn/en	Jimenez-Silva, Margarita; Gomez, Laura; Cisneros, Jesus
Titel	Examining Arizona's Policy Response Post "Flores v. Arizona" in Educating K-12 English Language Learners
Quelle	In: Journal of Latinos and Education, 13 (2014) 3, S.181-195 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2013.849600
Schlagwörter	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; Arizona + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bilingual teaching; Bilingualer Unterricht; Bildungsfonds; Finanzielle Förderung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Immersionsprogramm; Lehrerausbildung; Lehrerbildung; Rechtsstreit; Landesrecht; Dokumentation; Inhaltsanalyse; Teaching language; Unterrichtssprache; Schulleistung; Language skill; Language skills; Sprachkompetenz
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10