In this qualitative study, we examined teachers’ language policy appropriation in the English-only state of Arizona. Specifically, we investigated teachers who received their professional placement and preparation through the Teach For America organization. We conducted the research in 2010 and 2011, a period when Arizona state language policy required that English learners be placed in English language development classrooms, separated from mainstream classrooms, to receive four hours of daily skill-based language instruction in language-specific content only, including grammar, vocabulary, reading, writing, and conversation. Through analysis of interview data from seven current corps members and eight alumni teachers, we investigated whether and how professional preparation shaped teachers’ identity and agency to implement prescriptive linguistic and instructional mandates in the classroom.

This qualitative study explored Teach for America (TFA) alumni teachers’ discourse on Arizona language policy, conducted with eight teachers in the Phoenix metropolitan area who received their professional teacher preparation from TFA, a national organization that uses alternative paths to certification to place teachers in low-income schools. During the 2009-2010 school year, we investigated how TFA alumni teachers described the state-mandated English-only language policy, which requires all labeled English language learners (ELLs) to enroll in English language development (ELD) classrooms for 4 hr of daily skill-based English instruction. In addition to their open evaluation and critique of the language policy, teachers’ discourse revealed language policy appropriation, as the teachers tweaked and stretched the language policy directives to match their ideology, pedagogy, and classroom context. Findings from our discourse analysis of the interview data demonstrate that the teachers’ discourse reflected their TFA preparation regarding recognizing the flaws in the educational system and taking action to make change within the four walls of their urban classrooms. The research holds implications for language education reform through recognizing the active role of the teacher in language policy formation and implementation.