[lg policy] Book notice: Language Policy in Arizona

Harold Schiffman hfsclpp at GMAIL.COM
Fri Jul 11 14:42:35 UTC 2014


 Language Policy in Arizona

*One of our latest publications is *Language Policy Processes and
Consequences
<http://www.multilingual-matters.com/display.asp?isb=9781783091935>* edited
by Sarah Catherine K. Moore. Here, Sarah gives us a bit of background on
the complex situation in Arizona.*

[image: Language Policy Processes and Consequences]
<https://channelviewpublications.files.wordpress.com/2014/07/9781783091935.jpg>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.

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 *Flores *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.

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.

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.

*[image: Implementing Educational Language Policy in Arizona]
<https://channelviewpublications.files.wordpress.com/2014/07/9781847697448.jpg>For
more information on this book please go to our website
<http://www.multilingual-matters.com/display.asp?isb=9781783091935>. You
might also be interested in this title:* Implementing Educational Language
Policy in Arizona
<http://www.multilingual-matters.com/display.asp?isb=9781847697448>.


 *Related*

English-Medium Instruction at Universities
<http://channelviewpublications.wordpress.com/2012/11/05/english-medium-instruction-at-universities/>In
"applied linguistics"

Multilingual Universities in South Africa
<http://channelviewpublications.wordpress.com/2014/04/08/multilingual-universities-in-south-africa/>In
"applied linguistics"

Native-Speakerism in Japan
<http://channelviewpublications.wordpress.com/2013/02/28/native-speakerism-in-japan/>In
"applied linguistics"

 This entry was posted on Thursday, July 10th, 2014 at 4:00 pm and is filed
under applied linguistics
<http://channelviewpublications.wordpress.com/category/applied-linguistics/>,
author <http://channelviewpublications.wordpress.com/category/author/>,
bilingual
education
<http://channelviewpublications.wordpress.com/category/applied-linguistics/bilingual-education/>,
language policy
<http://channelviewpublications.wordpress.com/category/applied-linguistics/language-policy/>.
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