Segregating Arizona's English Learners: A Return to the “Mexican Room”?

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Participation of non-dominant students in argumentation in the mathematics classroom (2015, background): “…bilingual education, and furthermore in 2006, the Arizona state legislature passed H.B. 2064, a law that essentially segregated ELLs for four hours every day to focus on the learning of English only (i.e. with no other content area) (Combs, DaSilva Iddings, and Moll 2014; Gándara and Orfield 2012).”
“I’m Not Going to Be, Like, for the AP” (2014, methodology): “…et al., 2010, p. 87).1 Arizona’s recent educational policy is also relevant in the context of ELL tracking because it represents an extreme and alarming case of ELLs’ academic and linguistic isolation from the mainstream curriculum (Gándara & Orfield, 2012; Lillie, Markos, Arias, & Wiley, 2012).”