Volume 11, Issue 1 | Language Policy

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Volume 11, Issue 1

February 2012

Thematic Issue: (Re) Conceptualizing and (Re) Evaluating Language Policies for English Language Learners: The Case of Arizona

Issue Editors:

Cecilia Rios-Aguilar,
Patricia Ga´ndara

8 articles in this issue

(Re)conceptualizing and (re)evaluating language policies for English language learners: the case of Arizona
Cecilia Rios-Aguilar
Patricia Gándara
Original Paper 13 January 2012 Pages: 1 - 5
Why Arizona matters: the historical, legal, and political contexts of Arizona’s instructional policies and U.S. linguistic hegemony
Patricia Gándara
Gary Orfield
Original Paper 17 January 2012 Pages: 7 - 19
The Arizona home language survey: The under-identification of students for English language services
Claude Goldenberg
Sara Rutherford-Quach
Original Paper 04 February 2012 Pages: 21 - 30
Erratum to: The Arizona home language survey: The under-identification of students for English language services
Claude Goldenberg
Sara Rutherford-Quach
Erratum 10 March 2012 Pages: 31 - 31
Examining the validity of the Arizona English Language Learners Assessment cut scores
Ida Rose Florez
Original Paper 03 February 2012 Pages: 33 - 45
Evaluating the impact of restrictive language policies: the Arizona 4-hour English language development block
Cecilia Rios-Aguilar
Manuel S. González Canché
Shirin Sabetghadam
Original Paper 13 January 2012 Pages: 47 - 80
Arizona’s teacher policies and their relationship with English learner instructional practice
Megan Hopkins
Original Paper 13 January 2012 Pages: 81 - 99
The effect of Arizona language policies on Arizona Indigenous students
Mary Carol Combs
Sheilah E. Nicholas
Original Paper 01 February 2012 Pages: 101 - 118