From compliance to resistance: administrator perspectives on implementing structured English immersion and dual language bilingual education programs

References

• Arizona Proposition 203: English Language Education for Children in Public Schools, Ariz. Stat. §§ 15-7-3.1 (2000).
   Google Scholar
• ADE (Arizona Department of Education). 2014. Structured English Immersion (SEI) Models. Accessed January 4, 2019. https://cms.azed.gov/home/GetDocumentFile?id=55257a811130c008a0c55bd4.
   Google Scholar
• ADE (Arizona Department of Education). 2019. Revised Structured English Immersion Models: School Year 2019–2020. Accessed January 4, 2019. https://cms.azed.gov/home/GetDocumentFile?id=5cc36ecb1dcb250e8423e66c.
   Google Scholar
• Arias, M. B., and C. Faltis. 2012. Implementing Educational Language Policy in Arizona: Legal, Historical and Current Practices in SEI. Clevedon: Channel View Publications.
   Google Scholar
• Artiles, A. J., J. K. Klinner, A. Sullivan, and E. G. Fierros. 2010. “Shifting Landscapes of Professional Practices: English Learner Special Education Placement in English-Only States.” In English Learners and Restrictive Language Policies, edited by P. Gándara, and M. Hopkins, 102–117. New York, NY: Teachers College Record.
   Google Scholar
• Ball, S. J. 2012/1990. Politics and Policy Making in Education: Explorations in Sociology. London: Routledge.
   Google Scholar
• Bernard, H. R. 2017. Research Methods in Anthropology: Qualitative and Quantitative Approaches. Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Bialystock, E. 2001. Bilingualism in Development: Language, Literacy, and Cognition. New York: Cambridge University Press.
   Google Scholar
• Charmaz, K. 2014. Constructing Grounded Theory. Thousand Oaks: Sage.
   Google Scholar
• Cho, J., and A. Trent. 2006. “Validity in Qualitative Research Revisited.” Qualitative Research 6 (3): 319–340.
   Google Scholar
• Collier, V. P., and W. P. Thomas. 2017. “Validating the Power of Bilingual Schooling: Thirty-Two Years of Large-Scale, Longitudinal Research.” Annual Review of Applied Linguistics 37: 203–217.
   Web of Science ®Google Scholar
• Cook, H. G., and R. Linquanti. 2015. “Strengthening Policies and Practices for the Initial Classification of English Learners: Insights from a National Working Session.” Council of Chief State School Officers.
   Google Scholar
• Duranti, A. 2004. “Agency in Language.” In A Companion to Linguistic Anthropology, edited by A. Duranti, 449–473. Malden, MA: Blackwell Publishing.
   Google Scholar
• Flores, N., and J. L. Schissel. 2014. “Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards-Based Reform.” TESOL Quarterly 48 (3): 454–479.
   Web of Science ®Google Scholar
• Francis, D. J., N. K. Lesaux, and D. August. 2006. “Language of Instruction.” In Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth, edited by D. August, and T. Shanahan, 365–414. Mahwah, NJ: Erlbaum.
   Google Scholar
• Gándara, P., and G. Orfield. 2012. “Segregating Arizona’s English Learners: A Return to the ‘Mexican Room’?” Teachers College Record 114 (090306): 1–33.
   Google Scholar
• García, O. 2009. “Emergent Bilinguals and TESOL: What’s in a Name?” TESOL Quarterly 43 (2): 322–326.
   Web of Science ®Google Scholar
• García, O., S. Ibarra-Johnson, and K. Seltzer. 2017. The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Philadelphia: Caslon.
   Google Scholar
• García Bedolla, L., and R. Rodriguez. 2011. Classifying California’s English Learners: Is the CELDT Too Blunt an Instrument?
   Google Scholar
• Glass, G. V. 2008. Fertilizers, Pills & Magnetic Strips: The Fate of Public Education in America. Charlotte, NC: Information Age Publishing, Inc.
   Google Scholar
• Gobo, G. 2008. Doing Ethnography. Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Grijalva, G., and M. J. Jimenez-Silva. 2012. “Exploring Principals’ Concerns Regarding the Implementation of Arizona’s Mandated SEI Model.” In Language Policy Processes and Consequences: Arizona Case Studies, edited by S. C. K. Moore, 90–108. Buffalo: Multilingual Matters.
   Google Scholar
• Haugen, E. 1972. The Ecology of Language. Palo Alto, CA: Stanford University Press.
   Google Scholar
• Heineke, A. J. 2015. “Negotiating Language Policy and Practice: Teachers of English Learners in an Arizona Study Group.” Educational Policy 29 (6): 843–878.
   Web of Science ®Google Scholar
• Heineke, A. J. 2016. Restrictive Language Policy in Practice: English Learners in Arizona. Bristol: Multilingual Matters.
   Google Scholar
• Herrera, S. G., R. M. Cabral, and K. G. Murray. 2013. Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students. 2nd ed. New York City: Pearson/Allyn & Bacon.
   Google Scholar
• Johnson, D. C. 2010. “Implementational and Ideological Spaces in Bilingual Education Language Policy.” International Journal of Bilingual Education and Bilingualism 13 (1): 61–79.
   Web of Science ®Google Scholar
• Johnson, D. C., and R. Freeman. 2010. “Appropriating Language Policy on the Local Level: Working the Spaces for Bilingual Education.” In Negotiating Language Policies in Schools, edited by K. Menken and O. García, 27–45. New York City: Routledge.
   Google Scholar
• Johnson, E. J., and D. C. Johnson. 2015. “Language Policy and Bilingual Education in Arizona and Washington State.” International Journal of Bilingual Education and Bilingualism 18 (1): 92–112.
   Web of Science ®Google Scholar
• Krashen, S., K. Rolstad, and J. MacSwan. 2007. “Review of ‘Research Summary and Bibliography for Structured English Immersion Programs’ of the Arizona English Language Learners Task Force.” Institute for Language Education and Policy.
   Google Scholar
• Kroskrity, P. V. 2004. “Language Ideologies.” In A Companion to Linguistic Anthropology, edited by A. Duranti, 496–517. Malden, MA: Blackwell Publishing.
   Google Scholar
• Lee, J. W. 2008. “The Effect of Ethnic Identity and Bilingual Confidence on Chinese Youth’s Self- Esteem.” Alberta Journal of Educational Research 54 (1): 83–96.
   Google Scholar
• Lillie, K. E., and S. C. K. Moore. 2014. “SEI in Arizona: Bastion for States’ Rights.” In Language Policy Processes and Consequences: Arizona Case Studies, edited by S. C. K. Moore, 1–27.
   Google Scholar
• Mahoney, K., J. MacSwan, T. Haladyna, and D. Garcia. 2010. “Castañeda’s Third Prong: The Achievement of Arizona’s English Language Learners under Proposition 203.” In Forbidden Language, edited by P. Gándara, 50–64. New York City: Teacher’s College Press.
   Google Scholar
• Marshall, C., and G. B. Rossman. 2011. Designing Qualitative Research. 5th ed. Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Menken, K., and O. García. 2010. Negotiating Language Policies in Schools: Educators as Policymakers. New York City: Routledge.
   Google Scholar
• Mettler, S. 2014. “The Politics of the Policyscape: The Challenges of Contemporary Governance for Policy Maintenance.” SSRN. doi:10.2139/ssrn.2484837.
   Google Scholar
• Newcomer, S. N., and L. C. Collier. 2015. “Agency in Action: How Teachers Interpret and Implement Arizona’s 4-hour Structured English Immersion Program.” International Multilingual Research Journal 9 (3): 159–176.
   Web of Science ®Google Scholar
• Newcomer, S. N., and K. Puzio. 2014. “Cultivando Confianza: A Bilingual Community of Practice Negotiates Restrictive Language Policies.” International Journal of Bilingual Education and Bilingualism 19 (4): 347–369.
   Web of Science ®Google Scholar
• Nichols, S., and D. C. Berliner. 2007. Collateral Damage: How High-Stakes Testing Corrupts America’s Schools. Cambridge: Harvard Education Press.
   Google Scholar
• Oakes, J. 2005. Keeping Track: How Schools Structure Inequality. 2nd ed. New Haven: Yale University Press.
   Google Scholar
• Palmer, D. K., and K. I. Henderson. 2016. “Dual Language Bilingual Education Placement Practices: Educator Discourses about Emergent Bilingual Students in Two Program Types.” International Multilingual Research Journal 10 (1): 17–30.
   Web of Science ®Google Scholar
• Portes, P. R., and M. F. Zady. 2002. “Self-esteem in the Adaptation of Spanish-Speaking Adolescents: The Role of Immigration, Family Conflict, and Depression.” Hispanic Journal of Behavioral Sciences 24 (3): 296–318.
   Web of Science ®Google Scholar
• Ríos-Aguilar, C., M. González-Canche, and L. C. Moll. 2012. “A Study of Arizona’s Teachers of English Language Learners.” Teachers College Record 114 (090304): 1–33.
   Google Scholar
• Rolstad, K., K. S. Mahoney, and G. V. Glass. 2005. “The Big Picture: A Metaanalysis of Program Effectiveness Research on English Language Learners.” Educational Policy 19 (4): 572–594.
   Web of Science ®Google Scholar
• Roulston, K. 2010. Reflective Interviewing: A Guide to Theory and Practice. Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Rumberger, R. W., and L. Tran. 2010. “State Language Policies, School Language Practices, and the English Leaner Achievement Gap.” In English Learners and Restrictive Language Policies, edited by P. Gándara, and M. Hopkins, 86–101. New York, NY: Teachers College Record.
   Google Scholar
• Saldaña, J. 2016. The Coding Manual for Qualitative Researchers. Thousand Oaks, CA: Sage.
   Google Scholar
• Shore, C., and S. Wright. 1997. Anthropology of Policy: Critical Perspectives on Governance and Power. London: Routledge.
   Google Scholar
• Smith, D. E. 2005. Institutional Ethnography: A Sociology for People. Lanham, MD: AltaMiraPress.
   Google Scholar
• Solórzano, R. W. 2008. “High Stakes Testing: Issues, Implications, and Remedies for English Language Learners.” Review of Educational Research 78 (2): 260–329.
   Web of Science ®Google Scholar
• Spolsky, B. 2004. Language Policy. Cambridge: Cambridge University Press.
   Google Scholar
• Stake, R. E. 1995. The Art of Case Study Ersearch. Thousand Oaks: Sage.
   Google Scholar
• Stake, R., and D. Trumball. 1982. “Naturalistic Generalization.” Review Journal of Philosophy and Social Science 7 (1-2): 1–12.
   Google Scholar
• Sutton, M., and B. A. U. Levinson. 2000. Policy as Practice: Toward a Comparative Sociocultural Analysis of Educational Policy. Westport, CT: Ablex Publishing.
   Google Scholar
• Tyson, K. 2013. “Tracking, Segregation, and the Opportunity Gap: What We Know and Why It Matters.” In Closing the Opportunity Gap: What America Must Do to Give Every Child an Even Chance, edited by P. L. Carter, and K. G. Welner, 169–180. New York City.
   Google Scholar
• Uriarte, M., R. Tung, N. Lavan, and V. Diez. 2010. “Impact of Restrictive Language Policies on Engagement and Academic Achievement of English Learners in Boston Public Schools.” In English Learners and Restrictive Language Policies, edited by P. Gándara, and M. Hopkins, 65–85. New York City: Teachers College Record.
   Google Scholar
• Valdés, G. 2001. Learning and Not Learning English: Latino Students in American Schools. New York, NY: Teachers College Press.
   Google Scholar
• Valdez, V. E., J. A. Freire, and G. Delavan. 2016. “The Gentrification of Dual Language Education.” Urban Review 48: 601–627.
   Google Scholar
• Wright, W. E. 2007. “Heritage Language Programs in the Era of English-Only and No Child Left Behind.” Heritage Language Journal 5 (1): 1–26.
   Google Scholar
• Wright, W. E., and K. Sung. 2012. “The Politics of Preservice Teachers.” In Implementing Educational Language Policy in Arizona: Legal, Historical and Current Practices in SEI, edited by M. B. Arias, and C. Faltis, 86–106. Clevedon: Channel View Publications.
   Google Scholar