M. Beatriz Arias is an Associate Professor of English Education in the College of Liberal Arts and Sciences at Arizona State University. She has edited several books and published scholarly articles on Latino students and educational policy, and has focused her research on equity issues for English Learners and Latino students and teachers. She has served as a Court Appointed Monitor for a Federal Court Judge in San Jose California; and in Chicago, Denver and Los Angeles school desegregation cases, she has participated as a Court Appointed expert.Christian Faltis is the Dolly and David Fiddyment Chair in Teacher Education and Professor of Language, Literacy and Culture in the School of Education at University of California, Davis. He has authored numerous books and scholarly writing on bilingual education and Latino students. His most recent book is Education, immigrant students, refugee students, and English learners (2010, with Guadalupe Valdés). He is Editor of Teacher Education Quarterly, and Editor of Review of Research in Education, Vol. 37.

This thorough and passionate book offers a critical analysis of Proposition 203, Arizona's law seeking to eliminate bilingual education, and documents the grave impact it has had. Policymakers and voters as well as anyone concerned about the education of bilingual students should be required to read this book to understand the negative effects of restrictive language policies, and specifically the mandatory “Structured English Immersion” model now being widely implemented. This book is a call to action for the promotion of expansive language education policies, which build on the home languages of all students.

• Foreword - Terrence WileyEditors’ Introduction - M. Beatriz Arias and Christian FaltisSection I. Language Policy in Arizona1. Language Policy and Teacher Preparation: The Implications of a Restrictive Language Policy on Teacher Preparation  - Beatriz Arias2. Scientific-based Reform in Arizona: Whose Evidence Counts for Applying the Castañeda Test to Structured English Immersion? - Christian Faltis and Beatriz Arias3. SLA Research and Arizona’s Structured English Immersion Policies - Michael Long and Douglas AdamsonSection II. Implementing SEI in Arizona4. Everything on its Head: How Arizona’s Structured English Immersion Policy Re-invents Theory and Practice - Mary Carol Combs5. Teachers’ Sheltered English Immersion Views and Practices - Wayne Wright and Ko-Yin Sung6. Review of “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force - Stephen Krashen, Jeff MacSwan and Kellie RolstadSection III. Arizona Teacher Preparation for SEI7. “They’re Just Confused”: SEI as Policy into Practice - Sarah Moore8. Implementing Structured English Immersion in Teacher Preparation in Arizona - Nancy Murri, Amy Markos and Alexandria Estrella9. The Politics of Preservice Teachers - Kate Olson

M. Beatriz Arias is an Associate Professor of English Education in the College of Liberal Arts and Sciences at Arizona State University. She has edited several books and published scholarly articles on Latino students and educational policy, and has focused her research on equity issues for English Learners and Latino students and teachers. She has served as a Court Appointed Monitor for a Federal Court Judge in San Jose California; and in Chicago, Denver and Los Angeles school desegregation cases, she has participated as a Court Appointed expert.Christian Faltis is the Dolly and David Fiddyment Chair in Teacher Education and Professor of Language, Literacy and Culture in the School of Education at University of California, Davis. He has authored numerous books and scholarly writing on bilingual education and Latino students. His most recent book is Education, immigrant students, refugee students, and English learners (2010, with Guadalupe Valdés). He is Editor of Teacher Education Quarterly, and Editor of Review of Research in Education, Vol. 37.

This thorough and passionate book offers a critical analysis of Proposition 203, Arizona's law seeking to eliminate bilingual education, and documents the grave impact it has had. Policymakers and voters as well as anyone concerned about the education of bilingual students should be required to read this book to understand the negative effects of restrictive language policies, and specifically the mandatory “Structured English Immersion” model now being widely implemented. This book is a call to action for the promotion of expansive language education policies, which build on the home languages of all students.

• Foreword - Terrence WileyEditors’ Introduction - M. Beatriz Arias and Christian FaltisSection I. Language Policy in Arizona1. Language Policy and Teacher Preparation: The Implications of a Restrictive Language Policy on Teacher Preparation  - Beatriz Arias2. Scientific-based Reform in Arizona: Whose Evidence Counts for Applying the Castañeda Test to Structured English Immersion? - Christian Faltis and Beatriz Arias3. SLA Research and Arizona’s Structured English Immersion Policies - Michael Long and Douglas AdamsonSection II. Implementing SEI in Arizona4. Everything on its Head: How Arizona’s Structured English Immersion Policy Re-invents Theory and Practice - Mary Carol Combs5. Teachers’ Sheltered English Immersion Views and Practices - Wayne Wright and Ko-Yin Sung6. Review of “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force - Stephen Krashen, Jeff MacSwan and Kellie RolstadSection III. Arizona Teacher Preparation for SEI7. “They’re Just Confused”: SEI as Policy into Practice - Sarah Moore8. Implementing Structured English Immersion in Teacher Preparation in Arizona - Nancy Murri, Amy Markos and Alexandria Estrella9. The Politics of Preservice Teachers - Kate Olson

M. Beatriz Arias is an Associate Professor of English Education in the College of Liberal Arts and Sciences at Arizona State University. She has edited several books and published scholarly articles on Latino students and educational policy, and has focused her research on equity issues for English Learners and Latino students and teachers. She has served as a Court Appointed Monitor for a Federal Court Judge in San Jose California; and in Chicago, Denver and Los Angeles school desegregation cases, she has participated as a Court Appointed expert.Christian Faltis is the Dolly and David Fiddyment Chair in Teacher Education and Professor of Language, Literacy and Culture in the School of Education at University of California, Davis. He has authored numerous books and scholarly writing on bilingual education and Latino students. His most recent book is Education, immigrant students, refugee students, and English learners (2010, with Guadalupe Valdés). He is Editor of Teacher Education Quarterly, and Editor of Review of Research in Education, Vol. 37.

This thorough and passionate book offers a critical analysis of Proposition 203, Arizona's law seeking to eliminate bilingual education, and documents the grave impact it has had. Policymakers and voters as well as anyone concerned about the education of bilingual students should be required to read this book to understand the negative effects of restrictive language policies, and specifically the mandatory “Structured English Immersion” model now being widely implemented. This book is a call to action for the promotion of expansive language education policies, which build on the home languages of all students.

• Foreword - Terrence WileyEditors’ Introduction - M. Beatriz Arias and Christian FaltisSection I. Language Policy in Arizona1. Language Policy and Teacher Preparation: The Implications of a Restrictive Language Policy on Teacher Preparation  - Beatriz Arias2. Scientific-based Reform in Arizona: Whose Evidence Counts for Applying the Castañeda Test to Structured English Immersion? - Christian Faltis and Beatriz Arias3. SLA Research and Arizona’s Structured English Immersion Policies - Michael Long and Douglas AdamsonSection II. Implementing SEI in Arizona4. Everything on its Head: How Arizona’s Structured English Immersion Policy Re-invents Theory and Practice - Mary Carol Combs5. Teachers’ Sheltered English Immersion Views and Practices - Wayne Wright and Ko-Yin Sung6. Review of “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force - Stephen Krashen, Jeff MacSwan and Kellie RolstadSection III. Arizona Teacher Preparation for SEI7. “They’re Just Confused”: SEI as Policy into Practice - Sarah Moore8. Implementing Structured English Immersion in Teacher Preparation in Arizona - Nancy Murri, Amy Markos and Alexandria Estrella9. The Politics of Preservice Teachers - Kate Olson