Wayne E. Wright, Ph.D.

 

Journal Article

Wiley, T. G. & Wright, W. E. (2004).  Against the Undertow: Language Minority Educational Policy and Politics in the Age of Accountability. Educational Policy, 18(1), 142-168.

Wright, W. E., & Li, X. (in-press). Catching up in Math? The Case of Newly-Arrived Cambodian Students in a Texas Intermediate School. TABE Journal.

Wright, W. E. & Choi, D. (2006). The Impact of Language and High-Stakes Testing Policies on Elementary School English Language Learners in Arizona. Education Policy Analysis Archives, 14(13). Available: http://epaa.asu.edu/epaa/v14n13/

Wright, W. E. (in-press). Heritage Language Programs in the Era of English-Only and No Child Left Behind. Heritage Language Journal.

Wright, W. E. (2005). English Language Learners Left Behind in Arizona: The Nullification of Accommodations in the Intersection of Federal and State Language and Assessment Policies. Bilingual Research Journal, 29(1), 1-30. Available: http://brj.asu.edu/content/vol29_no1/art1.pdf

Wright, W. E. (2005). The Political Spectacle of Arizona’s Proposition 203. Educational Policy, 19(5), 662-700.

Wright, W. E. (2004). What English-Only Really Means: A Study of the Implementation of California Language Policy for Cambodian American Students. International Journal of Bilingual Education and Bilingualism, 7(1), 1-23.

Wright, W. E. (2003). Khmer (Cambodian) Heritage Language Programs: Will the Khmer Language Survive in California? The Multilingual Education, 4(1), 28-31.

Wright, W. E. (2002). The Effects of High Stakes Testing on an Inner-city Elementary School: The Curriculum, the Teachers, and the English Language Learners. Current Issues in Education [On-line], 5(5). Available: http://cie.asu.edu/volume5/number5/

 

Books

Wright, W. E. (forthcoming). Foundations for Teaching English Language Learners: Effective Language and Content Instruction in an Age of Accountability. Philadelphia: Caslon, Inc.

 

Edited Books

Ramirez, D., Wiley, T. G., de Klerk, G., Lee, E., and Wright, W. E. (Eds.). (2005). Ebonics in the Urban Education Debate. Clevedon, England: Multilingual Matters. (see book info on Amazon.com)

 

Book Chapters/Contributions

Ricento, T. R. & Wright, W. E. (in-press). Language Policy and Education in the United States. Encyclopedia of Language and Education. New York: Springer Science and Business Media, Inc.

Wiley, T. G., de Klerk, G. & Wright, W. E. (2005).  Introduction. In D. Ramirez, T. G. Wiley, G. de Klerk, E. Lee, & W. E. Wright (Eds.), Ebonics in the Urban Education Debate. Clevedon, England: Multilingual Matters. (see book info on Amazon.com)

Wright, W. E. (in-press). Meeting the needs of newcomer non-Spanish-speaking ELLs: A case study of two Cambodian students in a suburban intermediate school. In M. Cowart & P. Dam (Eds.), Cultural and linguistic issues for English language learners. San Marcos, TX: Bilingual/ESL Committee of the Federation of North Texas Area Universities.

Wright, W. E. (in-press). The Intersection of No Child Left Behind and Proposition 203 in Arizona. In L. M. Meyer (Ed.), No Child Left Bilingual? An analysis of U.S. educational policy and its impacts on English Language Learners, their school programs, parents and communities. Portsmouth, NH: Heinemann.

Wright, W. E. (in-press). Arizona Proposition 203. In J. M. Gonzalez (Ed.), Encyclopedia of Bilingual Education. Thousand Oaks, CA: Sage Publications, Inc.

Wright, W. E. (in-press). Native language support. In J. M. Gonzalez (Ed.), Encyclopedia of Bilingual Education. Thousand Oaks, CA: Sage Publications, Inc.

Wright, W. E. (in-press). No Child Left Behind, Title I. In J. M. Gonzalez (Ed.), Encyclopedia of Bilingual Education. Thousand Oaks, CA: Sage Publications, Inc.

Wright, W. E. (in-press). No Child Left Behind, Title III. In J. M. Gonzalez (Ed.), Encyclopedia of Bilingual Education. Thousand Oaks, CA: Sage Publications, Inc.

Wright, W. E. (in-press). Pull-out ESL Instruction. In J. M. Gonzalez (Ed.), Encyclopedia of Bilingual Education. Thousand Oaks, CA: Sage Publications, Inc.

Wright, W. E. (in-press). Southeast Asian refugees, impact. In J. M. Gonzalez (Ed.), Encyclopedia of Bilingual Education. Thousand Oaks, CA: Sage Publications, Inc.

Wright, W. E. (in-press). The Situation of the Khmer (Cambodian) Language in the United States. National Association for Asian and Pacific American Education.

Wright, W. E. (2006). What is the difference between English as a second language (ESL) and sheltered instruction/SDAIE? In E. Hamayan & R. Freeman (Eds.), English Language Learners at School: A Guide for Administrators. Philadelphia: Caslon, Inc.  (Click for book information)

Wright, W. E. (2006). What are the state mandates for educating English language learners? In E. Hamayan & R. Freeman (Eds.), English Language Learners at School: A Guide for Administrators. Philadelphia: Caslon, Inc. (Click for book information)

Wright, W. E. (2005). Language Policy Issues Reported in the U.S. Press. In J. Cohen, K. T. McCallister, K. Rolstand, & J. MacSwan (Eds.) Proceedings of the 4^th International Symposium on Bilingualism (pp. 2369-2384). Somerville, MA: Cascadilla Press. (Available Online)

Wright, W. E. (2003). The Success and Demise of a Khmer (Cambodian) Bilingual Education Program: A Case Study. In C. C. Park, A. L. Goodwin, & S. J. Lee (Eds.), Asian American Identities, Families, and Schooling: Research on the Education of Asian Pacific Americans (pp. 225-252). Greenwich, CT: Information Age Publishing. (Book information from Amazon.com)

Wright, W. E. (1999).  Linguistic Perspective on the Education of Cambodian-American Students.  In C. C. Park & M. M. Chi's Asian American Education: Prospects and Challenges.  Westport, CT: Bergin & Garvey. (Book information from Amazon.com)

 

Policy Briefs and Reports

De Klerk, G., Wright, W. E., & Ramirez, J. D. (2005). NCLB Title III, Part A-Scientifically-Based Research Studies in Bilingual and English as a Second Language Programs. New York: Long Island University and State Education Department Office of Bilingual Education, Spanish Language Bilingual/ESL Education Technical Assistance Center. Available: http://www.brooklyn.liu.edu/education/sbetac/resources/Scientifically-based%20research.pdf

Wright, W. E. (2005). Evolution of Federal Policy and Implications of No Child Left Behind for Language Minority Students. Tempe, AZ: Language Policy Research Unit, Education Policy Studies Laboratory, Arizona State University. Available: http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0501-101-LPRU.pdf

Wright, W. E. & Choi, D. (2006). Voices from the Classroom: A Statewide Survey of 3^rd Grade English Language Learner Teachers on the Impact of Language and High-Stakes Testing Policies in Arizona. Tempe, AZ: Language Policy Research Unit, Education Policy Studies Laboratory, Arizona State University. Available: http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0512-104-LPRU.pdf

Wright, W. E. & Pu, C. (2005). Academic Achievement of English Language Learners in Post Proposition 203 Arizonaa. Tempe, AZ: Education Policy Studies Laboratory, Language Policy Research Unit. Available: http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0509-103-LPRU.pdf

 

Book Reviews

Wright, W. E. (in-press). Review of H. D. Adamson’s (2005) Language Minority Children in American Schools: An Education in English. Language Policy.

Wright, W. E. (2006). Review of R. Freeman’s (2004) Building on Community Bilingualism: Promoting Multiculturalism through Schooling. Language Policy, 5, 115-119.  

Wright, W. E. (2003). Review of M. Weinberg’s (1997) Asian American Education: Historical and Contemporary Contexts. Journal of Language, Identity, and Education, 2(2), 127-135.

Wright, W. E. (2002). Review of L. Tse’s, (2001) Why Don’t They Learn English? Separating Fact from Fallacy in the U.S. Language Debates. Education Review [On-line], 162. Available: http://www.coe.asu.edu/edrev/reviews/rev162.htm

Wright, W. E. (2002). Review of G. E. Hall & S. M. Hord’s (2001) Implementing Change: Patterns, Principals, and Potholes. Education Review [On-line], 169. Available: http://www.coe.asu.edu/edrev/reviews/rev169.htm

 

Professional Newsletter Articles

Wright, W. E. (2006). Primary language support: Using ELL students’ native language(s) to make English more comprehensible. TexTESOL Newsletter.

Wright, W. E. (1996).  Report on the 1st Annual Asian Languages Literacy and Literacy Institute of the California Reading and Literature Project. California Association for Bilingual Education Newsletter.

 

Editorials and Op. Ed. Pieces

Wright, W. E. (2004, September 1). Arizona Plan Will Harm Those it Seeks to Aid. Education Week, 24(1), 45.

Wright, W. E. (2002, August 2). Commentary: Measuring Student Performance: High Stakes Exams Divert Attention, Resources from Education’s Real Problems. Arizona Capital Times, 103(31), Education Supplement, E10, E13.

Wright, W. E. (2000). Class Size Reduction. Arizona Republic.

 

Articles Under Review

Wright, W. E. (under review). The Attack on ESL in Post-Proposition 203 Arizona. TESOL Quarterly.

Wright, W. E. & Choi, D. (2006). The Impact of Language and High-Stakes Testing Policies on Elementary School English Language Learners in Arizona. Education Policy Analysis Archives, 14(13). Available: http://epaa.asu.edu/epaa/v14n13/

Wright, W. E. (2006). What is the difference between English as a second language (ESL) and sheltered instruction/SDAIE? In E. Hamayan & R. Freeman (Eds.), English Language Learners at School: A Guide for Administrators. Philadelphia: Caslon, Inc. (Click for book information)

Wright, W. E. (2006). What are the state mandates for educating English language learners? In E. Hamayan & R. Freeman (Eds.), English Language Learners at School: A Guide for Administrators. Philadelphia: Caslon, Inc. (Click for book informationn)

Wright, W. E. (2006). Review of R. Freeman’s (2004) Building on Community Bilingualism: Promoting Multiculturalism through Schooling. Language Policy, 5, 115-119. (Click for electronic access)

Wright, W. E. (2005). Language Policy Issues Reported in the U.S. PressProceedings of the 4^th International Symposium on Bilingualism (pp. 2369-2384). Somerville, MA: Cascadilla Press. (Click for informationon)

Wright, W. E. & Pu, C. (2005). Academic Achievement of English Language Learners in Post Proposition 203 Arizona. Tempe, AZ: Education Policy Studies Laboratory, Language Policy Research Unit. Available: http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0509-103-LPRU.pdf

Wright, W. E. (2005). The Political Spectacle of Arizona’s Proposition 203. Educational Policy, 19(5), 662-700.

Wright, W. E. (2005). English Language Learners Left Behind in Arizona: The Nullification of Accommodations in the Intersection of Federal and State Language and Assessment Policies. Bilingual Research Journal, 29(1), 1-30. Available: http://brj.asu.edu/content/vol29_no1/art1.pdf

Wright, W. E. (2005). Evolution of Federal Policy and Implications of No Child Left Behind for Language Minority Students. Tempe, AZ: Language Policy Research Unit, Education Policy Studies Laboratory, Arizona State University. Available: http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0501-101-LPRU.pdf

Wright, W. E. & Choi, D. (2006). Voices from the Classroom: A Statewide Survey of 3^rd Grade English Language Learner Teachers on the Impact of Language and High-Stakes Testing Policies in Arizona. Tempe, AZ: Language Policy Research Unit, Education Policy Studies Laboratory, Arizona State University. Available: http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0512-104-LPRU.pdf

Ramirez, D., Wiley, T. G., de Klerk, G., Lee, E., and Wright, W. E. (Eds.). (2005). Ebonics in the Urban Education Debate. Clevedon, England: Multilingual Matters. (see book on Amazon.com)
 

Master's Thesis

Wright, W. E. (1998). The Education of Cambodian American Students in the Long Beach Unified School District: A Language and Educational Policy Analysis. Unpublished master's thesis. California State University, Long Beach. http://faculty.coehd.utsa.edu/wwright/wright_thesis.htm