000			03739nam a2200505 a 4500
999			_c241 _d241
001			ssj0000737841
003			WaSeSS
005			20240819144921.0
006			m d
007			cr n
008			120314s2012 enka sb 000 0 eng d
020			_a9781847697448 (pbk)
040			_cJCRC
245	0	0	_aImplementing Educational Language Policy in Arizona : _bLegal, Historical and Current Practices in SEI / _cedited by M. Beatriz Arias and Christian Faltis.
250			_a1st ed.
260			_aToronto, ON : _bMultilingual Matters, _c2012.
300			_axxviii, 181 p. : _bill. ; _c22 cm.
440			_aBilingual Education and Bilingualism
504			_aIncludes bibliographical references.
505			_aForeword: From Restrictive SEI to Imagining Better / _rTerrence Wiley
505			_aPart 1: Language Policy in Arizona
505			_a1. Language Policy and Teacher Preparation: The Implications of a Restrictive Language Policy on Teacher Preparation / _rM. Beatriz Arias
505			_a2. Research-based Reform in Arizona: Whose Evidence Counts for Applying the Castaneda Test to Structured English Immersion Models? / _rChristian Faltis and M. Beatriz Arias
505			_a3. SLA Research and Arizona's Structured English Immersion Policies / _rMichael H. Long and H.D. Adamson
505			_aPart 2: Implementing SEI in Arizona
505			_a4. Everything on Its Head: How Arizona's Structured English Immersion Policy Re-invents Theory and Practice / _rMary Carol Combs
505			_a5. Teachers' Sheltered English Immersion Views and Practices / _rWayne E. Wright and Koyin Sung
505			_a6. Review of 'Research Summary and Bibliography for Structured English Immersion Programs' of the Arizona English Language Learners Task Force / _rStephen Krashen, Jeff MacSwan and Kellie Rolstad
505			_aPART 3: Arizona Teacher Preparation for SEI
505			_a7. 'They're Just Confused': SEI as Policy into Practice / _rSarah Catherine K. Moore
505			_a8. Implementing Structured English Immersion in Teacher Preparation in Arizona / _rNancy J. Murri, Amy Markos, and Alexandria Estrella-Silva
505			_a9. The Politics of Preservice Teachers / _rKate Olson
505			_aBibliography
520			_a"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 classrooms. 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." (Book Cover)
650		0	_aLanguage policy _zArizona.
650		0	_aEducation _xBilingual.
650		0	_aBilingual education _zArizona.
650		0	_aEnglish language _xStudy and teaching _xImmersion method.
650		0	_aEnglish language _xStudy and teaching _xForeign speakers _zArizona.
700	1		_aArias, M. Beatriz
700	1		_aFaltis, Christian _d1950-
856	4	0	_uhttp://www.multilingual-matters.com/display.asp?K=9781847697448 _zPublisher's Website.
856	4	0	_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991010964709705161 _zCheck the uOttawa Library catalog.
942			_2z _cBK