This volume is a unique contribution to the study of language
policy and education for English Learners because it focuses on the
decade long implementation of "English Only" in Arizona. How this
policy influences teacher preparation and classroom practice is the
central topic of this volume. Scholars and researchers present
their latest findings and concerns regarding the impact that a
restrictive language policy has on critical areas for English
Learners and diverse students. If a student's language is
sanctioned, do they feel welcome in the classroom? If teachers are
only taught about subtractive language policy, will they be able to
be tolerant of linguistic diversity in their classrooms? The
implications of the chapters suggest that Arizona's version of
Structured English Immersion may actually limit English Learners'
access to English.
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