Abstract
In an attempt to further understand the unfolding effects of Arizona’s anti-bilingual education law passed in 2000 (Proposition 203), this article examines the generation and perpetuation of language ideologies in public schools with predominant language-minority student populations. Through depictions of language use in terms of academic (under)achievement and economic advancement, educators and immigrant students from an urban Arizona school district exhibit distinct ideologies toward the function and form of both English and Spanish.
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