The Impact of a Restrictive Language Policy on the Education of English Language Learners

• In Event: Roundtable Session 124

Session Submission Type: Roundtable Session

Abstract

This symposium examines the implications of a restrictive language policy on various aspects of ELL education. There is tension between the legal mandates required (e.g., HB 2064) and the resulting curriculum. Major court decisions (e.g., Flores v. Arizona), also affect the state’s language policy and ensuing language programs. The session will cover a policy analysis of Structured English Immersion (SEI) as it impacts the education of more than 150,000 ELLs in Arizona. This analysis finds that the state appears to provide inadequate preparation and resources for proper implementation of the mandated model. Further, ELL participation with the school and core curriculum, as well as graduation and students’ attachment to school are found to be negatively impacted by the SEI policy.

Sub Unit

• Division L - Educational Policies and Politics / Section 2: Legal, Judicial, and Intergovernmental Issues

Chair

• M. Beatriz Arias, Center for Applied Linguistics

Papers

• Structured English Immersion Teacher Preparation: “The Arizona Department of Education Needs Quality Training…So They May Have to Do an Investigation” - Sarah Catherine K. Moore, Center for Applied Linguistics

• Policy and the Practice of Power: The Impact of Language Policy Implementation Among Adolescent English Language Learners - Alexandria Estrella, Arizona State University

• A Synthesis of Recent Research on the Impact of Structured English Immersion - M. Beatriz Arias, Center for Applied Linguistics

• Hearing the Students: The Impact of Structured English Immersion as Perceived by Language Minority Students - Karen E. Lillie, SUNY - College at Fredonia

• The Implications of the Flores Decision - Patricia C. Gandara, University of California - Los Angeles