The Role of Perceptions and Interpretations of Arizona's Standards: A Case Involving English Language Learners

• In Event: 66.058 - Roundtable Session 28
  In Roundtable Session: 66.058-11 - Promises and Perils of Alternative Education Policies and Bilingual Education Programs

Abstract

Based on concerns about the distinctions between the Arizona College and Career Ready Standards (ACCRS) and Arizona's English Language Proficiency Standards (ELPS), this study seeks to contribute to a broader discussion and deeper understanding of the relationship between the two sets of standards and any implications they might impose on Arizona's ELLs. Researchers utilized exploratory multiple-case study design from a radical constructivist perspective. The interviews were conducted with groups responsible for university Structured English Immersion (SEI) courses and SEI instruction in an Arizona district, in order to understand how each community of practice interprets and adjusts to ACCRS. Findings in each case show similar pragmatic decisions to satisfy stakeholders while serving ELLs in the context of ACCRS.

Authors

• Adam T Clark, Arizona State University

• Xue Qiao, Arizona State University - Tempe

• Joseph D Sweet, Arizona State University