TY - JOUR
T1 - Examining Arizona's Policy Response Post Flores v. Arizona in Educating K-12 English Language Learners
AU - Jimenez-Silva, Margarita
AU - Gomez, Laura
AU - Cisneros, Jesus
N1 - Funding Information:
With the compliance issues in Flores v. Arizona unresolved, the state shifted its central focus from funding to providing a prescribed instructional program. The Arizona English Language Learners Task Force was established in 2006, funded by HB 2064 and SB 1096. The task force is responsible for creating what is now called the 4-hr ELD block model (Garcia, Lawton, & Diniz de Figueiredo, 2010). Regulated by Arizona Revised Statutes 15-756.01, the 4-hr block model requires ELLs to receive ELD services in an English immersion setting for a minimum of 4 hr per day for the first year in which they are classified as ELLs. The 4-hr ELD block model is based on the assumption that ELLs can achieve proficiency in English much faster and better in an English-only instructional environment (Mahoney et al., 2010).
PY - 2014/7
Y1 - 2014/7
N2 - 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.
AB - 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.
KW - English language learner education policies
KW - English language learners
KW - LatCritESL
KW - second language acquisition
KW - teacher preparation
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U2 - 10.1080/15348431.2013.849600
DO - 10.1080/15348431.2013.849600
M3 - Article
AN - SCOPUS:84902842704
SN - 1534-8431
VL - 13
SP - 181
EP - 195
JO - Journal of Latinos and Education
JF - Journal of Latinos and Education
IS - 3
ER -