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Moving Away from the 4-Hour Block: Arizona's Distinctive Path to Reversing Its Restrictive Language Policies
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Kaveh, Yalda M.; Bernstein, Katie A.; Cervantes-Soon, Claudia; Rodriguez-Martinez, Sara; Mohamed, Saida – International Multilingual Research Journal, 2022
In spring 2019, without controversy or fanfare and without violating the voter mandate of Proposition 203, emergent bilinguals in Arizona were once again granted unrestricted access to dual language bilingual education after nearly 20 years. The policy change was accomplished through a seemingly small piece of legislation that reduced the daily…
Descriptors: Voting, Bilingualism, Access to Education, Bilingual Education
The Lost Generation: Students of Arizona's Structured English Immersion
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Lillie, Karen E. – International Journal of Bilingual Education and Bilingualism, 2016
This study examines Arizona's restrictive language policy from the perspective of English learners (ELs) and reclassified fluent English proficient students who have been enrolled in the structured English immersion (SEI) model. While multiple scholars in the USA have analyzed Arizona's policy impact since its enactment in 2008, none to date have…
Descriptors: Immersion Programs, English (Second Language), Second Language Learning, State Policy
Beginning English Literacy Development and Achievement among Spanish-Speaking Children in Arizona's English-Only Classrooms: A Four-Year Two-Cohort Longitudinal Study
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Jiménez-Castellanos, Oscar; Blanchard, Jay; Atwill, Kim; Jiménez-Silva, Margarita – International Multilingual Research Journal, 2014
This study examined beginning English literacy-skill development and achievement among Spanish-speaking children enrolled in state-mandated English-only classrooms. The children possessed Spanish skill at or above age-appropriate level, yet minimal English skill, and came from a Spanish-speaking community adjacent to the U.S.-Mexico border. Under…
Descriptors: Emergent Literacy, Bilingualism, Reading Fluency, English (Second Language)
(Re)Categorizing Language-Minority Literacies in Restrictive Educational Contexts
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Johnson, Eric J. – International Multilingual Research Journal, 2014
In this discussion, I explore the unfolding effects of Arizona's anti-bilingual education law (Proposition 203) on schools with predominant language-minority student populations. Instead of facilitating academic progress, policies like Proposition 203 impede teachers from "scaffolding" (Long & Adamson, 2012, p. 39) their students'…
Descriptors: Language Minorities, State Legislation, Minority Group Students, Bilingual Education
Language Policy Processes and Consequences: Arizona Case Studies
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Moore, Sarah C. K., Ed. – Multilingual Matters, 2014
This book traces the recent socio-historical trajectory of educational language policy in Arizona, the state with the most restrictive English-only implementation in the United States. Chapters, each representing a case study of policy-making in the state, include: (1) SEI in Arizona: Bastion for States' Rights (Karen E. Lillie and Sarah Catherine…
Descriptors: Educational Policy, Language Planning, State Policy, English Only Movement
Examining Arizona's Policy Response Post "Flores v. Arizona" in Educating K-12 English Language Learners
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Jimenez-Silva, Margarita; Gomez, Laura; Cisneros, Jesus – Journal of Latinos and Education, 2014
This article provides an analysis of Arizona's policy response in educating English language learners by conducting a narrative review. A critical Latina/o theory approach was used to analyze the data. This study reveals 5 salient policy responses: (a) severely limit bilingual education, (b) develop controversial funding solutions, (c) implement a…
Descriptors: State Policy, Educational Policy, English Language Learners, Hispanic American Students