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.

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.