Moving Away from the 4-Hour Block: Arizona's Distinctive Path to Reversing Its Restrictive Language Policies

Autor/inn/en	Kaveh, Yalda M.; Bernstein, Katie A.; Cervantes-Soon, Claudia; Rodriguez-Martinez, Sara; Mohamed, Saida
Titel	Moving Away from the 4-Hour Block: Arizona's Distinctive Path to Reversing Its Restrictive Language Policies
Quelle	In: International Multilingual Research Journal, 16 (2022) 2, S.113-135 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaveh, Yalda M.) ORCID (Bernstein, Katie A.) ORCID (Cervantes-Soon, Claudia) ORCID (Rodriguez-Martinez, Sara) ORCID (Mohamed, Saida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2021.1973261
Schlagwörter	Voting; Bilingualism; Access to Education; Bilingual Education; Spanish; English (Second Language); Second Language Learning; Second Language Instruction; Native Language; English Language Learners; State Legislation; Immersion Programs; Educational Policy; Hearings; Discourse Analysis; Educational Legislation; Educational Change; Advocacy; Political Attitudes; Scheduling; Elementary School Students; Middle School Students; English Only Movement; Educational History; Block Scheduling; Arizona; California; Massachusetts + Suchen Sie Ihr Suchwort? Abstimmung; Bilingualismus; Education; Access; Bildung; Zugang; Bildungszugang; Bilingual teaching; Bilingualer Unterricht; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Landesrecht; Immersionsprogramm; Politics of education; Bildungspolitik; Diskursanalyse; Bildungsrecht; Schulgesetz; Bildungsreform; Sozialanwaltschaft; Political attitude; Politische Einstellung; Disposition; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; History of education; Bildungsgeschichte; Block teaching; Blockunterricht; Stundentafel; Kalifornien; Master-Studiengang
Abstract	In spring 2019, without controversy or fanfare and without violating the voter mandate of Proposition 203, emergent bilinguals in Arizona were once again granted unrestricted access to dual language bilingual education after nearly 20 years. The policy change was accomplished through a seemingly small piece of legislation that reduced the daily Structured English Immersion requirement from four hours to two hours. In this study, we analyze the Senate and House education committee hearings in which this legislation was unanimously approved before being signed into law by the governor. Using critical discourse analysis and through a theoretical lens of interest convergence, we examine the strategic moves utilized by speakers and legislators to build consensus for this remarkable, yet overlooked, legislation. We found that, in contrast to policy reforms in California and Massachusetts, which used a "multilingualism-for-all" strategy, the speakers and legislators in Arizona focused on English learners. Yet, they worked to show that a change benefitting English learners would also benefit parents, schools, teachers, districts, and even the state of Arizona. Our findings suggest that advocacy for bilingual education that is informed by contextual awareness and translated into the local discourse can produce success, even in conservative contexts such as Arizona. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01