Description

This qualitative study investigates the experiences of ten focal youth who came to the United States as refugees and were placed in Structured English Immersion (SEI) programs in Arizona

This qualitative study investigates the experiences of ten focal youth who came to the United States as refugees and were placed in Structured English Immersion (SEI) programs in Arizona high schools. The educational language policy for Arizona’s public schools (during the 2014-2015 school year) mandates SEI include four 60-minute classroom periods devoted to reading, writing, grammar, oral English exclusively.

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    Contributors
    Date Created
    • 2016
    Resource Type
  • Text
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    Note
    • Partial requirement for: Ph.D., Arizona State University, 2016
      Note type
      thesis
    • Includes bibliographical references (pages 195-210)
      Note type
      bibliography
    • Field of study: Educational leadership and policy studies

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    Statement of Responsibility

    by Kathleen M. Corley

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