One of three educational contexts with restrictive language policies in the US, Arizona followed California and preceded Massachusetts in passing legislation that severely reduced bilingual programming options for students labeled as English learners (ELs). Following the original mandate for English-medium public instruction in 2000, Arizona's language education policy has increased in prescriptions and limitations over the past 15 years, such that Arizona's mandated 4-hour block of skill-based English language instruction for all ELs (i.e. English Language Development [ELD]) is now considered the most restrictive language policy context in the US (Gándara & Hopkins, 2010; Mahoney et al., 2010). Whereas Chapter 2 outlined the historical trajectory of educational and language policies guiding the education of ELs in Arizona, this chapter focuses on current language policy in practice. I have specifically utilized policy guidelines and extant literature to describe the implementation of ELD mandates in schools and classrooms related to language assessment, classroom instruction and teacher preparation.

Test In, Test Out: The Central Role of Language Assessments

Central to the education of ELs in Arizona is the reliance on language assessments. Whereas extant literature and research has focused primarily on the controversial 4-hour block of skill-based language instruction wherein ELs are segregated from their English-proficient peers, instruction is directly related to assessment. Within Arizona language policy regulations, mandated assessments have guided ELD implementation with students, including initial identification of ELs, subsequent placement in ELD classrooms, exit from program participation and reclassification from EL to English proficient (Arizona Department of Education [ADE], 2011). Additionally, state leaders have utilized assessment data to measure school and district performance for accountability purposes, determine supplemental funding for EL services and evaluate ELD program effectiveness (ADE, 2011). The two assessment tools – the Home Language Survey (HLS) and the Arizona English Language Learner Assessment (AZELLA) – are explored here.