Separate and Not Equal: The Implementation of Structured English Immersion in Arizona's Classrooms

By K. Lillie, Amy Markos, M. Arias, Terrence G. Wiley. 2012

88 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/e3461ab7cffc5dfbf712ca9dc23a0f74cfc71bde

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Ilana M. Umansky
2. Sara E. N. Kangas
3. Yasuko Kanno
4. Karen D. Thompson

In Literature and Literary Theory

1. Ilana M. Umansky
2. Sara E. N. Kangas
3. Yasuko Kanno

Citations in the corpus

• Leveled and Exclusionary Tracking (2016, background): “In several of these studies, EL classification operates to limit course access through crowding out due to ELD instruction or other EL services (August et al., 2010; Estrada, 2014; Lillie et al., 2012).”
• “I’m Not Going to Be, Like, for the AP” (2014, methodology): “Arizona’s extreme case of ELLs’ removal from academic content while they are learning English clearly demonstrates that the sequential model of giving students English instruction first and academic content second does not work (Gándara & Orfield, 2012; Lillie et al., 2012).”