Evaluating the Impact of Restrictive Language Policies: The Arizona 4-Hour English Language Development Block

Autor/inn/en	Rios-Aguilar, Cecilia; Gonzalez Canche, Manuel S.; Sabetghadam, Shirin
Titel	Evaluating the Impact of Restrictive Language Policies: The Arizona 4-Hour English Language Development Block
Quelle	In: Language Policy, 11 (2012) 1, S.47-80 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-011-9226-3
Schlagwörter	Evidence; Language Planning; Academic Achievement; Second Language Learning; Court Litigation; Immigrants; English (Second Language); English Language Learners; Federal Legislation; State Legislation; Teaching Methods; School Schedules; Longitudinal Studies; Scores; Tests; Student Needs; Educational Policy; Racial Segregation; Arizona + Suchen Sie Ihr Suchwort? Evidenz; Sprachwechsel; Schulleistung; Zweitsprachenerwerb; Rechtsstreit; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Bundesrecht; Landesrecht; Teaching method; Lehrmethode; Unterrichtsmethode; Schulzeiteinteilung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Examination; Prüfung; Examen; Politics of education; Bildungspolitik; Rassentrennung
Abstract	Approximately five million English Language Learners (ELLs) attend public schools in the United States. Because the majority of ELLs tend to live in immigrant families, schools become the means to provide ELLs with the English skills necessary to be competent in school and in life. Federal and state policies regarding instructional arrangements for ELLs have been passed ignoring existing research. After years of intense litigation, the state of Arizona passed a highly restrictive language policy--the 4-hour English language development (ELD) block. Its supporters claimed that it is superior to other forms of instructional arrangements. To back up this claim, existing analyses have relied on techniques that have failed to account for individual and within school variation. Using longitudinal academic achievement data, we rely on a difference-in-differences approach to reduce bias in the estimation of the causal effect of 4-h ELD block on ELL students' academic achievement (as measured by AIMS and TerraNova test scores). We consistently found that the 4-h ELD block does "not" contribute to increase ELL students' academic achievement; ELLs who participated in mainstream classrooms and in other instructional arrangements have higher academic achievement compared to ELLs who participated in the 4-h ELD block. Given this evidence, it is clear that this highly restrictive language policy does not meet the language and academic needs of ELLs. Instead, this policy results in more segregation and inequities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10