Forbidden language: English learners and restrictive language policies by Patricia Gándara and Megan Hopkins

• Published in: Latino Studies Vol. 12; no. 2; pp. 321 - 323
• Main Author: Ullman, Char
• Format: Book Review Journal Article
• Language: English
• Published: London Palgrave Macmillan UK 01-06-2014; Palgrave Macmillan
• Subjects: Academic achievement; Bilingual education; Bilingualism; Cultural and Media Studies; Cultural Studies; Education policy; Educational programs; Endorsements; English as a second language learning; English language; English only movement; Ethnic studies; Ethnicity Studies; Franklin, Benjamin (1706-1790); Immersion programs; Language; Language policy; Literature; Migration; Noncitizens; Policy implementation; Postcolonial/World Literature; Regional and Cultural Studies; Teacher education; Teachers; Teaching; California; United States > US; Massachusetts; Arizona
• ISSN: 1476-3435; 1476-3443
• DOI: 10.1057/lst.2014.29

Exploring the effects of English-Only policies in the three states where they have been implemented, Forbidden Language offers careful analyses of student outcomes, and the impact of these policies on teachers and on teacher education programs. The key finding of Forbidden Language is that the statewide implementation of English-Only policies in three states has done nothing to improve the outcomes of English learners, and it seems that student success in reading was slightly better under various bilingual models.