This project offers an exploration of the constitution of English language learners (ELLs) in the state of Arizona as subjects of government through the discursive rationalities of rule that unfolded alongside the Flores v. Arizona case. The artifacts under consideration span the 22 years (1992-2014) of Flores' existence so far.
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- Philosophy of Education
- English as a Second Language
- analytics of government
- archival research
- discursive formations
- English Language Learners
- Flores v. Arizona
- rationalities of rule
- Education, Bilingual--Law and legislation--Arizona--Sources.
- Education, Bilingual
- Minorities--Education--Law and legislation--Arizona--Sources.
- Limited English-proficient students--Education--Arizona--Sources.
- Limited English-proficient students
- English language--Study and teaching--Foreign speakers--Sources.
- English language
- Language policy--Arizona--Sources.
- Language policy
- Critical discourse analysis--Arizona.
- Critical Discourse Analysis
- Partial requirement for: Ph. D., Arizona State University, 2014Note typethesis
- Includes bibliographical references (p. 282-306)Note typebibliography
- Field of study: Curriculum and instruction