Arias (education, Arizona State University) and Faltis (education, University of California-Davis) unite contributors in English, education, teaching English as a second language, and applied linguistics to study the implementation of state-prescribed structured English immersion (SEI) and English-only polices in Arizona public schools, in force in the state since 2000, and their impact on language minority students in Arizona. The book begins with a review of language policies and teacher preparation, pointing to research that SEI is not effective in teaching students new languages. Part 2 outlines the impact of SEI in Arizona classrooms, drawing on interviews to give insight on teachers' attitudes to students, teaching preferences, and educational values. The book concludes by analyzing the Arizona Department of Education's mandated SEI professional development for teachers. There is no subject index. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)