Arizona's English Language Learners Policies



Abstract

This paper reports the results of a study carried out in a mid-level doctoral dissertation educational institution located in a community which is filled with predominantly Mexican immigrants in a metropolitan area of the state Arizona. The investigation portrays the documented experiences of four Mexican immigrant students enrolled in an institution educational level, higher average in the state of Arizona. Specifically, this research documented the experiences of the participants as students English language learners enrolled in the beginner level program language assistance (English as a Second Language) of that institution. The theoretical and conceptual framework used in this study incorporated elements of various socio-cultural perspectives of language acquisition based on Socio-cultural theory. The research design was implemented in this study qualitative-interpretative (Erickson, 1996) and answered the following questions of the research: What linguistic practices are conducted in a room for Teaching English as a second language for beginners? What relationship between these practices and learning a second language? The Research results showed that linguistic and pedagogical practices identified institutional, as well as certain aspects of ethnic identity of participants resulted in limited access to learning English for Participants in this study. A discussion related to education and Teaching English in Mexico and the United States concludes this paper. The effects of segregation of English learners, and the content and practices observed in the Arizona four-hour ELD model concludes that Arizona's program for its EL students places them at risk of school failure, delayed graduation, and negative academic self-concepts. The program also challenges the rights established in Lau v Nichols (1974), raising serious questions about its constitutionality. The authors conclude that Arizona should seek more effective program models to educate its EL students.

Table of Contents

Abstract2

Introduction4

Discussion4

Socio-Political Context of Education English Language in the State Of Arizona4

Criticism of Education Policies and Linguistic English Teaching in Public Schools in the State Of Arizona5

Theoretical, Methodological Framework and Research Questions6

Research Results7

Four-hour English language development course9

Conclusion12

References13

Arizona's English Language Learners Policies

Introduction

Arizona is one of the states in America whose rates of immigration, particularly those of Mexican origin, have risen so important in recent years resulting in a significant impact on the state public education system. Data reported in 2003 based on the number of students who needed language assistance services will increase by at least 77% between 1990 and 2000 (Fix and Passel, 2003). In response to this phenomenon related to education and immigration Arizona has responded by implementing educational policies and mechanisms restricting the use of any language other than English in schools (in this case Spanish) and have been directed specifically to the population Student immigrant or immigrant parents who speak a different language English at home.

Discussion

Socio-Political Context of Education English Language in the State Of Arizona

The adoption in 2000 of the legislative initiative is the best example representative of the educational policy restrictive for teaching English in the state. The law passed that originated from the Proposition 203 restricted or virtually eliminated bilingual education alternatives were implemented for the ...