|aForbidden language :|bEnglish learners and restrictive language policies /|cedited by Patricia Gándara and Megan Hopkins.
|aNew York :|bTeachers College Press,|cc2010.
|axxi, 242 p. :|bill. ;|c23 cm.
|aMulticultural education series
|aIncludes bibliographical references and index.
|rPatricia Gándara and Megan Hopkins -- |rPatricia Gándara ... [et al.] -- |rLaura Wentworth ... [et al.] -- |rKate Mahoney ... [et al.] -- |rMiren Uriarte ... [et al.] -- |rRussell W. Rumberger and Loan Tran -- |rAlfredo J. Artiles ... [et al.] -- |rEster J. de Jong, M. Beatriz Arias, and María Teresa Sánchez -- |rDiane August, Claude Goldenberg, and Robert Rueda -- |rP. Zitlali Morales and Ursula S. Aldana -- |rApril Linton and Rebecca C. Franklin -- |rDaniel Losen -- |rPatricia Gándara and Gary Orfield. |tThe changing linguistic landscape of the United States / |tForbidden language : a brief history of the U.S. language policy / |tProposition 227 in California : a long-term appraisal of its impact on English learner student achievement / |tCastañada's third prong : evaluating the achievement of Arizona's English learners under restrictive language policy / |tImpact of restrictive language policies on engagement and academic achievement of English learners in Boston public schools / |tState language policies, school language practices, and the English learner achievement gap / |tShifting landscapes of professional practices : English learner special education placement in English-only states / |tUndermining teacher competencies : another look at the impact of restrictive language policies / |tRestrictive state language policies : are they scientifically based? / |tLearning in two languages : programs with political promise / |tBilingualism for the children : dual-language programs under restrictive language policies / |tChallenging limitations : the growing potential for overturning restrictive language policies and ensuring equal educational opportunity / |tMoving from failure to a new vision of language policy /
Pulling together the most up-to-date research on the effects of restrictive language policies, this timely volume focuses on what we know about the actual outcomes for students and teachers in California, Arizona, and Massachusetts, states where these policies have been adopted. Prominent legal experts in bilingual education analyze these policies and specifically consider whether the new data undermine their legal viability. Other prominent contributors examine alternative policies and how these have fared. Finally, Patricia GÃ¡ndara, Daniel Losen, and Gary Orfield suggest how better policies, that rely on empirical research, might be constructed. This timely volume features contributions from well-known educators and scholars in bilingual education. It includes an overview of English learners in the United States and a brief history of the policies that have guided their instruction. It also analyzes the current research on teaching English learners in order to determine the most effective instructional strategies.(from amazon)