<div dir="ltr"><br><div class="gmail_quote"> Forwarded From: <a href="mailto:edling@bunner.geol.lu.se">edling@bunner.geol.lu.se</a><br><br><br>."<br>
<br>
<br>
Today's Topics:<br>
<br>
1. New book: Language Policy Processes and Consequences<br>
(Francis Hult)<br>
2. NYS TESOL Journal Special Issue available online -<br>
Multilingual Students with Disabilities (Rebekah Johnson)<br>
3. CFP: 4th International Conference on Language, Education and<br>
Diversity (LED 2015) (Francis Hult)<br>
<br>
<br>
----------------------------------------------------------------------<br>
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Message: 1<br>
Date: Wed, 2 Jul 2014 10:55:24 +0000<br>
From: Francis Hult <<a href="mailto:francis.hult@englund.lu.se">francis.hult@englund.lu.se</a>><br>
Subject: [Edling] New book: Language Policy Processes and Consequences<br>
To: "<a href="mailto:edling@bunner.geol.lu.se">edling@bunner.geol.lu.se</a>" <<a href="mailto:edling@bunner.geol.lu.se">edling@bunner.geol.lu.se</a>><br>
Message-ID:<br>
<<a href="mailto:11E8DB9B84AFED40AA11BE609088B771C0E65DBF@UWMBX02.uw.lu.se">11E8DB9B84AFED40AA11BE609088B771C0E65DBF@UWMBX02.uw.lu.se</a>><br>
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<br>
via BILING...<br>
<br>
<br>
LANGUAGE POLICY PROCESSES AND CONSEQUENCES<br>
Arizona Case Studies<br>
Edited by Sarah Catherine K. Moore (Center for Applied Linguistics)<br>
<br>
Reviews<br>
Arizona is the miner?s canary for linguistic human rights. Authored by scholars and practitioners who have been directly involved in documenting ? and contesting ?Arizona?s English-only policies, this highly accessible and important volume is a call to action for all concerned with social and linguistic justice in education. From segregated schooling to the nullification of accommodations for English learners, the authors bring to light the toxic consequences of restrictive language policies, while clearly pointing the way to more equitable and appropriate educational alternatives.<br>
Teresa L. McCarty, Kneller Chair in Education and Anthropology, University of California, Los Angeles, USA<br>
<br>
This excellent volume carefully and deftly documents how language policies have impacted educational opportunity for Arizona students. The multilayered coverage of language policy processes is remarkable ? from legal ramifications to implementation in schools. It is an important contribution to the field, offering both theoretical and methodological insight and innovation.<br>
David Cassels Johnson, University of Iowa, USA<br>
<br>
Arizona is ground zero in language policy affecting immigrant children in the US. Moore?s volume tells the story of English-only policies in Arizona with informative chapters on the history, legal context, and empirical consequences for students, teachers, and administrators. It is a must-read for scholars, policymakers, and activists concerned with the education of bilingual learners.<br>
Jeff MacSwan, University of Maryland, USA<br>
<br>
Description<br>
This book accessibly and comprehensively outlines the highly complex case of the English-only movement and educational language policy in Arizona. It ranges from early Proposition 203 implementation to an investigation of what Structured English Immersion (SEI) policy looks like in today's classrooms, and concludes with a discussion on what the various cases mean for the education of English learners in the state.<br>
<br>
Contents<br>
1. Karen E. Lillie and Sarah Catherine K. Moore: SEI in Arizona: Bastion for States? Rights<br>
2. Tim Hogan: Flores v. Arizona<br>
3. Wayne E. Wright: Prop. 203 and Arizona?s Early School Reform Efforts: The Nullification of Accommodations<br>
4. Sarah Catherine K. Moore: Ensuring Oversight: State-Wide SEI Teacher Professional Development<br>
5. Amy Markos and M. Beatriz Arias: (Mis)Aligned Curricula: The Case of New Course Content<br>
6. Giovanna Grijalva and Margarita Jim?nez-Silva: Exploring Principals? Concerns Regarding the Implementation of Arizona?s Mandated SEI Model<br>
7. Karen E. Lillie and Amy Markos: The Four-Hour Block: SEI in Classrooms<br>
8. Terrence G. Wiley: Conclusion: The Consequences of Nullification<br>
<br>
Author information<br>
Sarah Catherine K. Moore is a Program Director at the Center for Applied Linguistics, Washington, DC. Her research interests include educational language policy, teacher preparation, curriculum and instruction for language learners and policy implementation.<br>
<br>
Bilingual Education & Bilingualism June 2014 184pp<br>
Hbk ISBN 9781783091942 ?99.95 / US$139.95 / CAN$139.95 / ?119.95<br>
Pbk ISBN 9781783091935 ?29.95 / US$39.95 / CAN$39.95 / ?34.95<br>
Ebook ISBN 9781783091959 ?20 / US$30 / CAN$30 / ?25<br>
<br>
For more information and to order please go to: <a href="http://www.multilingual-matters.com/display.asp?isb=9781783091935" target="_blank">http://www.multilingual-matters.com/display.asp?isb=9781783091935</a><br>
<br>
Elinor Robertson<br>
Marketing Manager / Commissioning Editor<br>
Channel View Publications Ltd / Multilingual Matters<br>
St Nicholas House<br>
31-34 High Street<br>
Bristol BS1 2AW<br>
UK<br>
<br>
Email: <a href="mailto:Elinor@channelviewpublications.com">Elinor@channelviewpublications.com</a><mailto:<a href="mailto:Elinor@channelviewpublications.com">Elinor@channelviewpublications.com</a>><br>
Tel: <a href="tel:%2B44%20%280%29117%203158567" value="+441173158567">+44 (0)117 3158567</a><br>
Fax: <a href="tel:%2B44%20%280%29117%203158563" value="+441173158563">+44 (0)117 3158563</a><br>
<br>
Follow us on Twitter: @Channel_View<<a href="https://twitter.com/#!/Channel_View" target="_blank">https://twitter.com/#!/Channel_View</a>> and @Multi_Ling_Mat<<a href="http://twitter.com/#!/Multi_Ling_Mat" target="_blank">http://twitter.com/#!/Multi_Ling_Mat</a>> and catch up on our latest news on our blog: <a href="http://www.channelviewpublications.wordpress.com" target="_blank">www.channelviewpublications.wordpress.com</a><<a href="http://www.channelviewpublications.wordpress.com" target="_blank">http://www.channelviewpublications.wordpress.com</a>>.<br>
<br>
Visit our website <a href="http://www.channelviewpublications.com" target="_blank">www.channelviewpublications.com</a><<a href="http://www.channelviewpublications.com/" target="_blank">http://www.channelviewpublications.com/</a>> to purchase books with free shipping!<br>
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Channel View Publications Ltd is a limited company registered in England and Wales Registered Address: 82/84 Hotwell Road, Bristol Company Number: 6448122<br>
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Message: 2<br>
Date: Wed, 2 Jul 2014 11:01:13 -0400<br>
From: Rebekah Johnson <<a href="mailto:rejohnson@lagcc.cuny.edu">rejohnson@lagcc.cuny.edu</a>><br>
Subject: [Edling] NYS TESOL Journal Special Issue available online -<br>
Multilingual Students with Disabilities<br>
To: The Educational Linguistics List <<a href="mailto:Edling@bunner.geol.lu.se">Edling@bunner.geol.lu.se</a>><br>
Message-ID:<br>
<<a href="mailto:CAEqWV_Rr%2BLtkhakg7KeHbkDnDtxfHZ9RyEvLZ4_BM6-170wiXA@mail.gmail.com">CAEqWV_Rr+Ltkhakg7KeHbkDnDtxfHZ9RyEvLZ4_BM6-170wiXA@mail.gmail.com</a>><br>
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<br>
Please distribute widely:<br>
<br>
<br>
The new NYS TESOL Journal, a peer reviewed publication, is pleased<br>
to announce our second issue! This issue was a special themed issue, guest<br>
: Multilingual Students with Disabilities<br>
<br>
<br>
Available online now at:<br>
<br>
<a href="http://www.journal.nystesol.org/currentissue.html" target="_blank">http://www.journal.nystesol.org/currentissue.html</a><br>
<br>
<br>
NYS TESOL Journal Special Themed Issue: Multilingual Students with<br>
Disabilities<br>
<br>
Managing Editor for This Issue<br>
*Lubie Grujicic-Alatriste*, NYC College of Technology, City University of<br>
New York<br>
<br>
Guest Editors for this Special Issue<br>
*Ren?e Greenfield**Kara Mitchell Viesca*University of HartfordUniversity of<br>
Colorado Denver<br>
<br>
*Guest Reviewers for the Special Issue*<br>
*Julie Esparza-Brown*, Portland State University<br>
*Ester de Jong*, University of Florida<br>
*Amy Eppolito*, University of Colorado Boulder<br>
*Maya Kalyanpur*, State University of New York at Potsdam<br>
*Natalie Lacatena*, Montclair State University<br>
*Adrian Martin*, Montclair State University<br>
*Jennifer Samson*, Hunter College, City University of New York<br>
*Jennifer E. Scully*, Hunter College, City University of New York<br>
*Lucinda Soltero-Gonzales*, University of Colorado Boulder<br>
<br>
*NYS TESOL Journal *Editors<br>
*Rebekah Johnson**Laura Baecher**Lubie Grujicic-Alatriste*LaGuardia<br>
Community CollegeHunter CollegeNYC College of TechnologyCity University of<br>
New YorkCity University of New YorkCity University of New York<br>
<br>
Advisory Board<br>
*Gay Brookes*, Borough of Manhattan Community College, City University of<br>
New York<br>
*Martha Clark Cummings,* Kingsborough Community College, City University of<br>
New York<br>
*Tatyana Kleyn*, City College, City University of New York<br>
*Helaine W. Marshall*, Long Island University Hudson<br>
*Cynthia McPhail,* Nazareth College<br>
*Shondel Nero, *New York University<br>
*Diana Schwinge, *Adelphi University<br>
<a href="http://www.journal.nystesol.org/currentissue.html" target="_blank">http://www.journal.nystesol.org/currentissue.html</a><br>
<br>
--<br>
Rebekah Johnson, Ed.D.<br>
Assistant Professor<br>
<br>
Department of Education and Language Acquisition<br>
LaGuardia Community College, City University of New York<br>
Office: B234-NN<br>
<a href="tel:718-482-6096" value="+17184826096">718-482-6096</a><br>
<a href="mailto:rejohnson@lagcc.cuny.edu">rejohnson@lagcc.cuny.edu</a><br>
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Message: 3<br>
Date: Mon, 7 Jul 2014 17:27:34 +0000<br>
From: Francis Hult <<a href="mailto:francis.hult@englund.lu.se">francis.hult@englund.lu.se</a>><br>
Subject: [Edling] CFP: 4th International Conference on Language,<br>
Education and Diversity (LED 2015)<br>
To: "<a href="mailto:edling@bunner.geol.lu.se">edling@bunner.geol.lu.se</a>" <<a href="mailto:edling@bunner.geol.lu.se">edling@bunner.geol.lu.se</a>><br>
Message-ID:<br>
<<a href="mailto:11E8DB9B84AFED40AA11BE609088B771C0E797ED@UWMBX02.uw.lu.se">11E8DB9B84AFED40AA11BE609088B771C0E797ED@UWMBX02.uw.lu.se</a>><br>
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<br>
<a href="https://led.education.auckland.ac.nz/call-for-papers/" target="_blank">https://led.education.auckland.ac.nz/call-for-papers/</a><br>
<br>
<br>
<br>
4th International Conference on Language, Education and Diversity (LED 2015)<br>
<br>
<br>
<br>
23-26 November 2015 in the Owen Glenn Building, University of Auckland, New Zealand<br>
<br>
<br>
<br>
Call for Papers<br>
<br>
<br>
<br>
LED 2015 invites submissions of abstracts for individual papers, symposia and posters.<br>
<br>
<br>
<br>
Deadline for submissions: 1 February 2015<br>
<br>
<br>
<br>
Presentation formats<br>
Symposium (short) 1.5 hours with 3 contributors<br>
Symposium (long) 3 hours with a minimum of 5-6 contributors<br>
Papers 25 minutes, with 5 minutes for questions/responses<br>
Posters (to be displayed at designated times throughout the conference)<br>
<br>
<br>
<br>
Abstracts should address directly at least one of the key strands of the conference:<br>
Bilingual/immersion/indigenous language education<br>
English language teaching<br>
Language policy and planning<br>
Literacy education (educational and/or community-based)<br>
<br>
<br>
<br>
All abstracts will be double blind reviewed.<br>
<br>
<br>
<br>
Additional details in the attached document.<br>
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End of Edling Digest, Vol 8, Issue 36<br>
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