Restrictive Language Policy in Practice English Learners in Arizona Author: Amy J. Heineke

Ebook(EPUB) - 240 pages
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01 Nov 2016
Bilingual Education & Bilingualism
Multilingual Matters
234 x 156


As the most restrictive language policy context in the United States, Arizona’s monolingual and prescriptive approach to teaching English learners continues to capture international attention. More than five school years after initial implementation, this study uses qualitative data from the individuals doing the policy work to provide a holistic picture of the complexities and intricacies of Arizona’s language policy in practice. Drawing on the varied perspectives of teachers, leaders, administrators, teacher-educators, lawmakers and community activists, the book examines the lived experiences of those involved in Arizona’s language policy on a daily basis, highlighting the importance of local perspectives and experiences as well as the need to prepare and professionalize teachers of English learners.


Restrictive Language Policy in Practice is a tour-de-force study of the impact of restrictive language policy on the lives of administrators, teachers, and students. No other work to date has examined restrictive language policy in the United States and the damage it can cause to English learners. A must-read for educators and language policy scholars.

- Christian Faltis, The Ohio State University, USA

In this detailed, comprehensive case study of language policy in Arizona, Heineke provides an in-depth, close-up view of language policy processes and their impact at different policy levels (e.g. classroom, district, state) and offers strategies for shifting our paradigm from top-down policies to bottom-up professionalization.

- Ester de Jong, University of Florida, USA

Heineke’s monograph is a powerful portrait of a language policy implementation and is well worth reading.

- Journal of Language, Identity & Education, 2018 - Jo-Kate Collier, University of Texas at San Antonio, USA

Author Biography:

Amy J. Heineke is Associate Professor of Education in the School of Education, Loyola University Chicago, USA, where she leads undergraduate and graduate teacher education programs focused on English learners and bilingual education. Her research interests include language policy, English learners and teacher preparation.

Readership Level:

Postgraduate, Research / Professional

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