This article asks two basic questions about educational policy and practice for English-language-learner (ELL) students: First, antibilingual education initiatives imply a subtractive view of teaching and learning; what are parents' views and/or beliefs regarding these policies? Second, how do these views and/ or beliefs align with research and best practices regarding the education of ELL students? To answer these questions, we draw from two separate sources: the research literature regarding what are the best practices for ELL students, and a statewide survey of parent public opinion regarding education in Arizona, which similar to California, passed a voter initiative in 2000 to end bilingual education. By considering parental opinions and the extant research, we might improve our chances of meeting the needs of culturally and linguistically diverse students.
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