Pullling 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 Massachusettes, states where these policies have been adopted. Prominent legal experts in bilingual education analyse 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 Gandar, Daniel Losen, and Gary Orfield suggest how better policies, that rely on empirical research, might be constructed.
Teachers College Press, Teachers College, Columbia University
English Learners and Restrictive Language Policies
Education & Reference