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<h2>Language Policy in Arizona</h2>
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<p><em>One of our latest publications is </em><a href="http://www.multilingual-matters.com/display.asp?isb=9781783091935">Language Policy Processes and Consequences</a><em> edited by Sarah Catherine K. Moore. Here, Sarah gives us a bit of background on the complex situation in Arizona.</em></p>
<p><a href="https://channelviewpublications.files.wordpress.com/2014/07/9781783091935.jpg"><img class="" src="http://channelviewpublications.files.wordpress.com/2014/07/9781783091935.jpg?w=196&h=300" alt="Language Policy Processes and Consequences" height="300" width="196"></a>In
terms of language policy implementation, and specifically, English-only
implementation, Arizona is unique because of its degree of oversight,
top-down scrutiny, and elevation of English-only as a political
priority. In Arizona, English-only played out quite differently than in
California and Massachusetts, in part due to its precedence within
socio-political contexts and its utilization as a tool for ideological
rhetoric pronounced by those seeking to ascend in political office.</p>
<p>Understanding the complex case of English-only in Arizona requires
following not only implementation of the state’s respective proposition
(Prop. 203) in schools, but also its relationship with a court case
critical to the larger scenario, and highly relevant to the field of
emergent bilingual education—the <em>Flores </em>case. An additional
facet involves teasing out the relationship between these two issues and
compliance with No Child Left Behind (2001). Together, these three
issues, combined with an aggressively restrictive and potentially
xenophobic political atmosphere, created in Arizona roots that are, as
we carry on, becoming established and entrenched artifacts and a new
reality in schools.</p>
<p>In this new reality, kids are separated based on language proficiency
for roughly half of each school day. If they don’t speak English, they
are kept just one step back from access to content. Instead of content,
they are taught ‘discreet’ English ‘skills’. And hundreds into thousands
of teachers are being groomed to believe that teaching first involves
separating kids.</p>
<p>This text attempts to document through a series of case studies, how
policies become practice, and ultimately, what they mean for schools,
teachers, and students.</p>
<p><em><a href="https://channelviewpublications.files.wordpress.com/2014/07/9781847697448.jpg"><img class="" src="http://channelviewpublications.files.wordpress.com/2014/07/9781847697448.jpg?w=105&h=150" alt="Implementing Educational Language Policy in Arizona" height="150" width="105"></a>For more information on this book please go to our <a href="http://www.multilingual-matters.com/display.asp?isb=9781783091935">website</a>. You might also be interested in this title:</em> <a href="http://www.multilingual-matters.com/display.asp?isb=9781847697448">Implementing Educational Language Policy in Arizona</a>.</p>
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