Language policy and teacher preparation: The implications of a restrictive language policy on teacher preparation
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M. Beatriz Arias
M. Beatriz Arias is Director of Development for the Center for Applied Linguistics in Washington DC and Associate Professor in the College of Liberal Arts and Sciences (CLAS) at Arizona State University. Her teaching and research have focused on issues of access and policy for English Language Learners. Her recent books include:Structured Immersion in Arizona: Research, Policy and Practice , published by Multilingual Matters (2012), London, andAcademic Language in Second Language Learning with Christian Faltis for Information Age Publishing, Charlotte, NC. Dr. Arias is a nationally recognized expert on issues related to implementation of multiracial desegregation orders, particularly with regard to Latino students and English Language Learners. She has offered her expertise in cases in Denver, Los Angeles, San Jose, Chicago and Tucson Arizona.Terrence G. Wiley is President of the Center for Applied Linguistics in Washington DC and Professor Emeritus at Arizona State University, where he was Executive Dean of the Mary Lou Fulton Institute and Graduate School of Education and a faculty member of the Interdisciplinary Ph.D. Program in Applied Linguistics. His teaching and research have focused on language policy, literacy and biliteracy studies, language and immigration, heritage and community language education, and English as a second and international language. Among his recent books are:Research Handbook on Heritage, Community, and Native American Languages in the United States (co-editor, forthcoming, Routledge),The Education of Language Minority Immigrants in the United States (co-editor, 2009, Multilingual Matters),Literacy and Language Diversity in the United States , (author, 2005, Center for Applied Linguistics), andEbonics in the Urban Education Debate (co-editor, 2005, Multilingual Matters). He is also co-founder of theJournal of Language, Identity and Education and theInternational Multilingual Research Journal (Routledge, Taylor & Francis).
Abstract
Applied linguistics, with its sub-domains of language planning and policy can make significant contributions to language teaching. In order to explore this issue, the authors focus on the contested arena of language minority instruction in the United States. Attention is given specifically to the state of Arizona, where, recently, its educational policies have captured national and even international attention. Of particular concern is Arizona's implementation of a restrictive language policy for the instruction of English Language Learners (ELLs). The authors present a framework for reviewing the relationship between language policies and teacher preparation. Applying this framework to Arizona's teacher preparation for ELLs, we find that the state sanctioned curriculum transmitted a deficit view of students who speak a language other than English and provided prospective teachers with few alternative approaches for their instruction. In response this outcome, the authors recommend that applied linguistics content needs to be embedded within teacher preparation.
About the authors
M. Beatriz Arias is Director of Development for the Center for Applied Linguistics in Washington DC and Associate Professor in the College of Liberal Arts and Sciences (CLAS) at Arizona State University. Her teaching and research have focused on issues of access and policy for English Language Learners. Her recent books include: Structured Immersion in Arizona: Research, Policy and Practice, published by Multilingual Matters (2012), London, and Academic Language in Second Language Learning with Christian Faltis for Information Age Publishing, Charlotte, NC. Dr. Arias is a nationally recognized expert on issues related to implementation of multiracial desegregation orders, particularly with regard to Latino students and English Language Learners. She has offered her expertise in cases in Denver, Los Angeles, San Jose, Chicago and Tucson Arizona.
Terrence G. Wiley is President of the Center for Applied Linguistics in Washington DC and Professor Emeritus at Arizona State University, where he was Executive Dean of the Mary Lou Fulton Institute and Graduate School of Education and a faculty member of the Interdisciplinary Ph.D. Program in Applied Linguistics. His teaching and research have focused on language policy, literacy and biliteracy studies, language and immigration, heritage and community language education, and English as a second and international language. Among his recent books are: Research Handbook on Heritage, Community, and Native American Languages in the United States (co-editor, forthcoming, Routledge), The Education of Language Minority Immigrants in the United States (co-editor, 2009, Multilingual Matters), Literacy and Language Diversity in the United States, (author, 2005, Center for Applied Linguistics), and Ebonics in the Urban Education Debate (co-editor, 2005, Multilingual Matters). He is also co-founder of the Journal of Language, Identity and Education and the International Multilingual Research Journal (Routledge, Taylor & Francis).
©[2013] by Walter de Gruyter Berlin Boston
Articles in the same Issue
- Masthead
- Keeping the promise of the Millennium Development Goals: Why language matters
- Discourses of terror: The U.S. from the viewpoint of the ‘Other’
- The language of the street
- Language policy and teacher preparation: The implications of a restrictive language policy on teacher preparation
- Multilingual speakers and language choice in the legal sphere
- Co-construction of interpreted conversation in medical consultations
- Vocabulary size revisited: the link between vocabulary size and academic achievement
- Predicting international student study success
- Classroom code-switching: three decades of research
Articles in the same Issue
- Masthead
- Keeping the promise of the Millennium Development Goals: Why language matters
- Discourses of terror: The U.S. from the viewpoint of the ‘Other’
- The language of the street
- Language policy and teacher preparation: The implications of a restrictive language policy on teacher preparation
- Multilingual speakers and language choice in the legal sphere
- Co-construction of interpreted conversation in medical consultations
- Vocabulary size revisited: the link between vocabulary size and academic achievement
- Predicting international student study success
- Classroom code-switching: three decades of research
