(Re)conceptualizing and (re)evaluating language policies for English language learners: the case of Arizona
Cecilia Rios-Aguilar, Patricia Gándara
págs. 1-5
Why Arizona matters: the historical, legal, and political contexts of Arizona’s instructional policies and U.S. linguistic hegemony
Patricia Gándara, Gary Orfield
págs. 7-19
The Arizona home language survey: The under-identification of students for English language services
Claude Goldenberg, Sara Rutherford-Quach
págs. 21-30
Erratum to: The Arizona home language survey: The under-identification of students for English language services
Claude Goldenberg, Sara Rutherford-Quach
págs. 31-31
Examining the validity of the Arizona English Language Learners Assessment cut scores
Ida Rose Florez
págs. 33-45
Evaluating the impact of restrictive language policies: the Arizona 4-hour English language development block
Cecilia Rios-Aguilar, Manuel S. González Canché, Shirin Sabetghadam
págs. 47-80
Arizona’s teacher policies and their relationship with English learner instructional practice
Megan Hopkins
págs. 81-99
The effect of Arizona language policies on Arizona Indigenous students
Mary Carol Combs, Sheilah E. Nicholas
págs. 101-118