15 Years Later: An Analysis of How Restrictive Language Policies Are Interpreted by Arizona Districts

• In Event: 69.056 - Roundtable Session 31
  In Roundtable Session: 69.056-5 - Research on School and Curricular Reform

Abstract

Restrictive language policies have been passed in several states in the United States. In 2000, Arizona passed Proposition 203, impacting thousands of students classified as English language learners (ELLs) across the state. This study examines how these policies are currently interpreted and presented on the websites of three purposively selected Arizona school districts. We sought to understand how three key elements of the law--one-year programmatic time limits, Structured English Immersion (SEI) programs, and waiver processes--were conveyed across selected texts on the websites. Using tools from critical discourse analysis, we trace the persistence of these elements across time and on distinct districts’ websites. Textual differences are discussed as reflecting and perpetuating important contextual differences between districts.

Authors

• Evelyn C Baca, Arizona State University - Tempe

• Katie Bernstein, Arizona State University