Examining Arizona's Policy Response Post Flores v. Arizona in Educating K-12 English Language Learners

Margarita Jimenez-Silva, Laura Gomez, Jesus Cisneros

Research output: Contribution to journalArticle

11 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)181-195
Number of pages15
JournalJournal of Latinos and Education
Volume13
Issue number3
DOIs
StatePublished - 2014

Fingerprint

English language
bilingual education
funding
narrative
teacher
experience

Keywords

  • English language learner education policies
  • English language learners
  • LatCritESL
  • second language acquisition
  • teacher preparation

ASJC Scopus subject areas

  • Education
  • Cultural Studies

Cite this

Examining Arizona's Policy Response Post Flores v. Arizona in Educating K-12 English Language Learners. / Jimenez-Silva, Margarita; Gomez, Laura; Cisneros, Jesus.

In: Journal of Latinos and Education, Vol. 13, No. 3, 2014, p. 181-195.

Research output: Contribution to journalArticle

Jimenez-Silva, Margarita ; Gomez, Laura ; Cisneros, Jesus. / Examining Arizona's Policy Response Post Flores v. Arizona in Educating K-12 English Language Learners. In: Journal of Latinos and Education. 2014 ; Vol. 13, No. 3. pp. 181-195.
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