School Administrators’ Perspectives on the Benefits and Challenges of Implementing Restrictive Language Policies: The Case of English Learners in Arizona

• In Event: Poster Session 2
  In Poster Session: Division G Section 3 Poster Session: Social Context of Multiple Languages and Literacies

Abstract

This paper examines how school administrators in charge of implementing state language policies for English learners (ELs) in Arizona make sense of the mandated 4-hour block, Arizona’s most recent English-only program. Using interview data from a random sample of 26 EL administrators, this qualitative study explores how administrators, as influential policy actors, understand the benefits and costs of existing language policies. Findings indicate that EL administrators’ own language ideologies shaped their interpretation of the 4­hour block and the linguistic and academic capabilities of their districts’ EL students. While administrators supported the policy’s focused attention on ELs and increased opportunities for educator professional development, administrators were concerned with segregation and grade-level progress of ELs and the quality of professional development.

Authors

• Erin Mackinney, The University of Arizona

• Cecilia Rios Aguilar, Claremont Graduate University