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Volume 114, Number 9 (2012)

 
by Cecilia Rios-Aguilar & Patricia Gandara
This paper introduces the special issue, Horne v. Flores and the Future of Language Policy.
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by Cecilia Rios-Aguilar, Manuel S. Gonzalez Canche & Luis C. Moll
In this study a representative sample of 880 elementary and secondary teachers currently teaching in 33 schools across the state of Arizona were asked about their perceptions of how their ELL students were faring under current instructional policies for ELL students.
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by Cecilia Rios-Aguilar, Manuel S. Gonzalez Canche & Luis C. Moll
This study is the first attempt to look at a statewide representative random sample of 65 school districts across the state of Arizona under the 4-hour English Language Development (ELD) block policy. Survey data were collected from school district English Language Coordinators. The study includes a series of recommendations including more effective monitoring of reclassification, re-entry, and opting-out rates of ELLs.
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by Karen E. Lillie, Amy Markos, M. Beatriz Arias & Terrence G. Wiley
Arizona’s Structured English Immersion (SEI) four-hour model has negative implications for English language learners (ELLs). Students, who are subjected to a prescriptive model that has resulted from a convergence of major laws, mandates, and policy decisions of the past decade, are faced with receiving an education unequal to that of their mainstream peers.
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by Mary Martinez-Wenzl, Karla Perez & Patricia Gandara
In the Horne v. Flores Supreme Court decision of June 25, 2009, the Court wrote that one basis for finding Arizona in compliance with federal law regarding the education of its English learners was that the state had adopted a “significantly more effective” than bilingual education instructional model for EL students ‐‐Structured English Immersion (SEI). This paper reviews the extant research on SEI, its definitions, origins, and its effectiveness, particularly in contrast to other instructional strategies.
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by Patricia Gandara & Gary Orfield
This is a study of the segregation and isolation of English learners in Arizona schools, which is exacerbated by the mandated four-hour English Language Development program required by the state. The study finds this program harmful to EL students and suggests research-based alternatives.
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by Eugene E. Garcia, Kerry Lawton & Eduardo H. Diniz De Figueiredo
The present report reviews achievement gaps in both reading and math between ELL and non-ELL students in Arizona, a state with restrictive language policies, over the period 2005-2009 and during the first year of implementation of the 4 hour ELD block, 2008-09. It also compares the progress of Arizona’s ELL population towards academic proficiency relative to ELL students in two cities and states that do not place as restrictive legislation on ELL instruction: Utah and Washington, DC, two educational entities with vastly different spending policies.
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