Forbidden Language: English Learners and Restrictive Language Policies

by Patricia Gándara, Megan Hopkins, James A. Banks

Overview

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 Gándara, Daniel Losen, and Gary Orfield suggest how better policies, which rely on empirical research, might be constructed.

This timely volume:

• Features contributions from well-known educators and scholars in the instruction of English learners.
• Includes an overview of English learners in the United States and a brief history of the policies that have guided their instruction.
• Analyzes the current research on teaching English learners in order to determine the most effective instructional strategies.

Product Details

ISBN-13:	9780807750452
Publisher:	Teachers College Press
Publication date:	01/22/2010
Series:	Multicultural Education Series
Edition description:	New Edition
Pages:	264
Product dimensions:	6.10(w) x 8.90(h) x 0.80(d)

About the Author

Patricia Gándara is a professor of education at the University of California, Los Angeles and the co-director of the Civil Rights Project/Proyecto Derechos Civiles. Megan Hopkins is a former bilingual teacher and a doctoral student at the Graduate School of Education and Information Studies at the University of California, Los Angeles.

Table of Contents

Series Foreword xi

Acknowledgments xix

A Note on Usage xxi

Introduction 1

Part I English Learners and Restrictive Language Policies

1 The Changing Linguistic Landscape of the United States Patricia Gándara Megan Hopkins 7

2 Forbidden Language: A Brief History of U.S. Language Policy Patricia Gándara Daniel Losen Diane August Miren Uriarte M. Cecilia Gomez Megan Hopkins 20

Part II Evidence on Outcomes of Restrictive Language Policies

3 Proposition 227 in California: A Long-Term Appraisal of its Impact on English Learner Student Achievement Laura Wentwortk Nathan Pellegrin Karen Thompson Kenji Hakuta 37

4 Castañeda's Third Prong: Evaluating the Achievement of Arizona's English Learners Under Restrictive Language Policy Kate Mahoney Jeff MacSwan Tom Haladyna David García 50

5 Impact of Restrictive Language Policies on Engagement and Academic Achievement of English Learners in Boston Public Schools Miren Vriarte Rosann Tung Nicole Lavan Virginia Diez 65

6 State Language Policies, School Language Practices, and the English Learner Achievement Gap Russell W. Rumberger Loan Tran 86

7 Shifting Landscapes of Professional Practices: English Learner Special Education Placement in English-Only States Alfredo J. Artiles Janette K. Klingner Amanda Sullivan Edward G. Fierros 102

8 Undermining Teacher Competencies: Another Look at the Impact of Restrictive Language Policies Ester J. de Jong M. Beatriz Arias María Teresa Sánchez 118

Part III Is There Evidence for Superior Alternatives to Restrictive Language Policies?

9 Restrictive State Language Policies: Are They Scientifically Based? Diane August Claude Goldenberg Robert Rueda 139

10Learning in Two Languages: Programs with Political Promise P. Zitlali Morales Ursula S. Aldana 159

11 Bilingualism for the Children: Dual-Language Programs Under Restrictive Language Policies April Linton Rebecca C. Franklin 175

Part IV Charting the Future of Language Policy in Education

12 Challenging Limitations: The Growing Potential for Overturning Restrictive Language Policies and Ensuring Equal Educational Opportunity Daniel Losen 195

13 Moving from Failure to a New Vision of Language Policy Patricia Gándara Gary Orfield 216

About the Editors and the Contributors 227

Index 233

What People are Saying About This

From the Publisher

“I took hope in reading these chapters, especially when it is clear that learning English is such a priority for these children and their parents…policymakers and educators should read this book carefully.”
—Michael A. Olivas, University of Houston

“This volume offers a sobering view of the consequences of making educational policy by referendum, and of the ways in which we have failed English language learners in U.S. schools.”
—Catherine Snow, Harvard Graduate School of Education