[lg policy] Fwd: Edling Digest, Vol 8, Issue 36

Harold Schiffman hfsclpp at GMAIL.COM
Thu Sep 25 19:53:46 UTC 2014


 Forwarded From:  edling at bunner.geol.lu.se


."


Today's Topics:

   1. New book: Language Policy Processes and Consequences
      (Francis Hult)
   2. NYS TESOL Journal Special Issue available online -
      Multilingual Students with Disabilities (Rebekah Johnson)
   3. CFP: 4th International Conference on Language, Education and
      Diversity (LED 2015) (Francis Hult)


----------------------------------------------------------------------

Message: 1
Date: Wed, 2 Jul 2014 10:55:24 +0000
From: Francis Hult <francis.hult at englund.lu.se>
Subject: [Edling] New book: Language Policy Processes and Consequences
To: "edling at bunner.geol.lu.se" <edling at bunner.geol.lu.se>
Message-ID:
        <11E8DB9B84AFED40AA11BE609088B771C0E65DBF at UWMBX02.uw.lu.se>
Content-Type: text/plain; charset="windows-1252"

via BILING...


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 Jim?nez-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

For more information and to order please go to:
http://www.multilingual-matters.com/display.asp?isb=9781783091935

Elinor Robertson
Marketing Manager / Commissioning Editor
Channel View Publications Ltd / Multilingual Matters
St Nicholas House
31-34 High Street
Bristol BS1 2AW
UK

Email: Elinor at channelviewpublications.com<mailto:
Elinor at channelviewpublications.com>
Tel: +44 (0)117 3158567
Fax: +44 (0)117 3158563

Follow us on Twitter: @Channel_View<https://twitter.com/#!/Channel_View>
and @Multi_Ling_Mat<http://twitter.com/#!/Multi_Ling_Mat> and catch up on
our latest news on our blog: www.channelviewpublications.wordpress.com<
http://www.channelviewpublications.wordpress.com>.

Visit our website www.channelviewpublications.com<
http://www.channelviewpublications.com/> to purchase books with free
shipping!

Channel View Publications Ltd is a limited company registered in England
and Wales Registered Address: 82/84 Hotwell Road, Bristol Company Number:
6448122

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Message: 2
Date: Wed, 2 Jul 2014 11:01:13 -0400
From: Rebekah Johnson <rejohnson at lagcc.cuny.edu>
Subject: [Edling] NYS TESOL Journal Special Issue available online -
        Multilingual Students with Disabilities
To: The Educational Linguistics List <Edling at bunner.geol.lu.se>
Message-ID:
        <CAEqWV_Rr+Ltkhakg7KeHbkDnDtxfHZ9RyEvLZ4_BM6-170wiXA at mail.gmail.com>
Content-Type: text/plain; charset="utf-8"

Please distribute widely:


The new NYS TESOL Journal, a peer reviewed publication, is pleased
to announce our second issue!  This issue was a special themed issue, guest
: Multilingual Students with Disabilities


Available online now at:

http://www.journal.nystesol.org/currentissue.html


NYS TESOL Journal Special Themed Issue: Multilingual Students with
Disabilities

Managing Editor for This Issue
*Lubie Grujicic-Alatriste*, NYC College of Technology, City University of
New York

Guest Editors for this Special Issue
*Ren?e Greenfield**Kara Mitchell Viesca*University of HartfordUniversity of
Colorado Denver

*Guest Reviewers for the Special Issue*
*Julie Esparza-Brown*, Portland State University
*Ester de Jong*, University of Florida
*Amy Eppolito*, University of Colorado Boulder
*Maya Kalyanpur*, State University of New York at Potsdam
*Natalie Lacatena*, Montclair State University
*Adrian Martin*, Montclair State University
*Jennifer Samson*, Hunter College, City University of New York
*Jennifer E. Scully*, Hunter College, City University of New York
*Lucinda Soltero-Gonzales*, University of Colorado Boulder

*NYS TESOL Journal *Editors
*Rebekah Johnson**Laura Baecher**Lubie Grujicic-Alatriste*LaGuardia
Community CollegeHunter CollegeNYC College of TechnologyCity University of
New YorkCity University of New YorkCity University of New York

Advisory Board
*Gay Brookes*, Borough of Manhattan Community College, City University of
New York
*Martha Clark Cummings,* Kingsborough Community College, City University of
New York
*Tatyana Kleyn*, City College, City University of New York
*Helaine W. Marshall*, Long Island University Hudson
*Cynthia McPhail,* Nazareth College
*Shondel Nero, *New York University
*Diana Schwinge, *Adelphi University
http://www.journal.nystesol.org/currentissue.html

--
Rebekah Johnson, Ed.D.
Assistant Professor

Department of Education and Language Acquisition
LaGuardia Community College, City University of New York
Office: B234-NN
718-482-6096
rejohnson at lagcc.cuny.edu
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Message: 3
Date: Mon, 7 Jul 2014 17:27:34 +0000
From: Francis Hult <francis.hult at englund.lu.se>
Subject: [Edling] CFP: 4th International Conference on Language,
        Education and Diversity (LED 2015)
To: "edling at bunner.geol.lu.se" <edling at bunner.geol.lu.se>
Message-ID:
        <11E8DB9B84AFED40AA11BE609088B771C0E797ED at UWMBX02.uw.lu.se>
Content-Type: text/plain; charset="iso-8859-1"

https://led.education.auckland.ac.nz/call-for-papers/



4th International Conference on Language, Education and Diversity (LED 2015)



23-26 November 2015 in the Owen Glenn Building, University of Auckland, New
Zealand



Call for Papers



LED 2015 invites submissions of abstracts for individual papers, symposia
and posters.



Deadline for submissions: 1 February 2015



Presentation formats
Symposium (short) 1.5 hours with 3 contributors
Symposium (long) 3 hours with a minimum of 5-6 contributors
Papers 25 minutes, with 5 minutes for questions/responses
Posters (to be displayed at designated times throughout the conference)



Abstracts should address directly at least one of the key strands of the
conference:
Bilingual/immersion/indigenous language education
English language teaching
Language policy and planning
Literacy education (educational and/or community-based)



All abstracts will be double blind reviewed.



Additional details in the attached document.
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End of Edling Digest, Vol 8, Issue 36
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