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Dual Language Programs (DLPs): Questions of Access to DLPs in the State of Arizona

Abstract Public schools across the country are increasingly dealing with children who enter schools speaking a language other than English and Arizona is not the exception. As a result, schools across the country have to adequately ensure this populations’ academic achievement, which is directly impacted by English proficiency and ELLs (English Language Learners) program placement. However, restrictive language policies such as Proposition 203, the four-hour English Language Development (ELD) block, and the exclusion of ELLs from Dual Language Programs (DLPs) in Arizona are not effectively preparing linguistic minority and ethnic student populations for academic achievement and competitiveness in a global economy.

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Created Date 2016
Contributor Gomez Gonzalez, Laura M. (Author) / Jimenez-Silva, Margarita (Advisor) / Amrein-Beardsley, Audrey (Advisor) / Combs, Mary C (Committee member) / Arizona State University (Publisher)
Subject Education policy / Ethnic studies / English as a second language / Access / Dual Language Programs / Education equity / English Language Learners / language minority / Latinos
Type Doctoral Dissertation
Extent 219 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Educational Leadership and Policy Studies 2016
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis