Article2014

Examining Arizona’s Policy Response PostFlores v. Arizonain Educating K–12 English Language Learners

Margarita Jimenez‐Silva · Laura M. Gomez · Jesús Cisneros

28 citations0/0 files storedJournal of Latinos and Education

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Multilingual Education and Policy Second Language Learning and Teaching Education and experiences of immigrants and refugees

Abstract

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 segregated 4-hr English language development block, (d) mandate structured English immersion–focused teacher preparation, and (e) develop disputed identification and classification instruments. The available data suggest that these policies have negatively impacted the educational experience and academic attainment of English language learners.

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References

2000Students' Need for Belonging in the School Community 2001Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework 2002Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies: Recognizing Students of Color as Holders and Creators of Knowledge 2006Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth.2017Developing Literacy in Second-Language Learners 2002A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement 2002Variation in Teacher Preparation 2005Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.

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2017Preservice Teachers’ Developing Conceptions of Teaching English Learners 2021Somos Escritoras/We Are Writers: Latina Mothers and Daughters Writing and Sharing “En Convivencia”2016An analysis of how restrictive language policies are interpreted by Arizona’s Department of Education and three individual school districts’ websites 2020Se Acabaron Las Palabras: A Post-Mortem Flores v. Arizona Disproportional Funding Analysis of Targeted English Learner Expenditures

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