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This book traces the recent socio-historical trajectory of educational language policy in Arizona, the state with the most restrictive English-only implementation in the US. Chapters, each representing a case study of policy-making in the state, include: • an overview and background of the English-only movement, the genesis of Structured English Immersion (SEI), and current status of language policy in Arizona; • an in-depth review of the Flores case presented by its lead lawyer; • a look at early Proposition 203 implementation in the context of broader educational ‘reform’ efforts; • examples of how early state-wide mandates impacted teacher professional development; • a presentation of how new university-level teacher preparation curricula misaligns with commonly-held beliefs about what teachers of language minority students should know and understand; • an exploration of principals’ concerns about enforcing top-down policies for SEI implementation; • an investigation of what SEI policy looks like in today’s classrooms and whether it constitutes equity; • and finally, a discussion of what the various cases mean for the education of English learners in the state.

Language policy --- Education, Bilingual --- English language --- Germanic languages --- Bilingual education --- Bilingualism --- Multilingual education --- Glottopolitics --- Institutional linguistics --- Language and languages --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Communication policy --- Language planning --- Study and teaching --- Immersion method --- Foreign speakers --- Government policy --- Arizona. --- Structured English Immersion. --- language education. --- language policy.