PERSPECTIVES ON BILINGUAL EDUCATION IN TUCSON, ARIZONA

Abstract

In 2000, Proposition 203 was passed by Arizona voters, dismantling bilingual education programs in public school, and requiring English-only instructional environments for English Language Learners. This study analyzes teacher and administrator perspectives on bilingual education and the implementation of Proposition 203 in Tucson, Arizona. Five experienced educators working in public schools within the Tucson Unified School District were recruited and interviewed for the purpose of this study. A total of seven open-ended questions were addressed, covering topics including, but not limited to bilingual education, the implementation and execution of Proposition 203, and methods of lecture delivery in the mainstream and segregated classroom. Testimonies revealed the ineffectiveness of English-only instructional methods and the need to restore bilingual education in Tucson, Arizona.