New book: Language Policy Processes and Consequences

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LANGUAGE POLICY PROCESSES AND CONSEQUENCES
Arizona Case Studies
Edited by Sarah Catherine K. Moore (Center for Applied Linguistics)

Reviews
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.
Teresa L. McCarty, Kneller Chair in Education and Anthropology, University of California, Los Angeles, USA

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.
David Cassels Johnson, University of Iowa, USA

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.
Jeff MacSwan, University of Maryland, USA

Description
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.

Contents
1. Karen E. Lillie and Sarah Catherine K. Moore: SEI in Arizona: Bastion for States’ Rights
2. Tim Hogan: Flores v. Arizona
3. Wayne E. Wright: Prop. 203 and Arizona’s Early School Reform Efforts: The Nullification of Accommodations
4. Sarah Catherine K. Moore: Ensuring Oversight: State-Wide SEI Teacher Professional Development
5. Amy Markos and M. Beatriz Arias: (Mis)Aligned Curricula: The Case of New Course Content
6. Giovanna Grijalva and Margarita Jiménez-Silva: Exploring Principals’ Concerns Regarding the Implementation of Arizona’s Mandated SEI Model
7. Karen E. Lillie and Amy Markos: The Four-Hour Block: SEI in Classrooms
8. Terrence G. Wiley: Conclusion: The Consequences of Nullification

Author information
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.

Bilingual Education & Bilingualism  June 2014        184pp
Hbk ISBN 9781783091942   £99.95 / US$139.95 / CAN$139.95 / €119.95
Pbk ISBN 9781783091935   £29.95 / US$39.95 / CAN$39.95 / €34.95
Ebook ISBN 9781783091959   £20 / US$30 / CAN$30 / €25

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