The Cambridge Handbook of Communication Disorders examines the full range of developmental and acquired communication disorders and provides the most up-to-date and comprehensive guide to the epidemiology, aetiology and clinical features of these disorders.
Implementing Educational Language Policy in Arizona
This volume is a unique contribution to the study of language policy and
education for English Learners because it focuses on the decade long
implementation of “English Only” in Arizona. How this policy influences teacher
preparation and classroom practice is the central topic of this volume. Scholars
and researchers present their latest findings and concerns regarding the impact
that a restrictive language policy has on critical areas for English Learners and
diverse students. If a student's language is sanctioned, do they feel welcome in
the classroom? If teachers are only taught about subtractive language policy,
will they be able to be tolerant of linguistic diversity in their classrooms? The
implications of the chapters suggest that Arizona's version of Structured English
Immersion may actually limit English Learners' access to English.