Abstract
This case study examines Dual Language Program (DLP) implementation in Arizona, a state that has legally mandated English-only education for English learners (ELs). It highlights the benefits of DLP such as bilingualism, biliteracy, and biculturalism, as well as the challenges DLP poses. Moreover, it questions the paradox of Arizona policies that exclude ELs from participating in DLP education despite valuing bilingualism for non-ELs.
Topics
State and Local Policy
Dual Language Programs
Bilingualism