In the Arid Zone: Drying Out Educational Resources for English Language Learners Through Policy and Practice

Research output: Contribution to journalArticle

24 Citations (Scopus)

Abstract

This article presents a variety of issues related to the effects of restrictive language and educational policies that ultimately limits important resources for English language learners (i.e., services, funding, time, and information). The authors spotlight the state of Arizona as an unfortunate case of language control through policies, which has the promise of being replicated in other areas of the United States. As these forms of control make their way into everyday classroom life, English language learners are further stripped from essential educational opportunities when denied the right to draw on their own social, cultural, and linguistic resources for learning.

Original languageEnglish (US)
Pages (from-to)495-514
Number of pages20
JournalUrban Education
Volume47
Issue number2
DOIs
StatePublished - Mar 2012

Fingerprint

English language
language policy
educational opportunity
resource
educational policy
resources
funding
linguistics
classroom
language
learning
drying out
policy
time

Keywords

  • Hispanic education
  • identity
  • language
  • minority academic success
  • social

ASJC Scopus subject areas

  • Education
  • Urban Studies

Cite this

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