...Bilingual Education: Voter Driven Initiatives XXXXXXXXXXXXXXXX Grand Canyon University: ESL 523N February 27, 2013 Bilingual education is a very important topic in education. Classrooms are filled with diverse populations, including those that are learning English as a second language. Learning a new language and having to adapt to a new culture can prove to be detrimental for a student’s academic progress. English language learners struggle in the classroom and are in need of teachers that will work relentlessly in helping them be academically successful. To regulate bilingual/ESL education, there have been various state and federal decisions made. The Elementary and Secondary Education Act was passed on the heels of the Civil Rights Act of 1964. The purpose of ESEA was focused mainly on eradicating poverty, providing equal education services to all students, and implementing high standards for students and teachers. The ESEA also provided funds for state established educational programs and low income students ("Elementary and secondary,"). Although the ESEA benefited many deserving students in bad economic areas, it did not specifically benefit English language learners. Making matters worse, ESEA was reauthorized as The No Child Left Behind in 2002. NCLB required states to align their standards/requirements with the federal NCLB standards/requirements. Although it looked good on paper, requiring schools to meet what is known as Adequate Yearly Progress (AYP) forced...
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...國 立 高 雄 師 範 大 學 應 用 英 語 碩 士 班 碩士論文 Department of Applied English National Kaohsiung Normal University Master’s Thesis 臺灣國中生對學校雙語環境之反應探究 A STUDY OF TAIWAN’S JUNIOR HIGH SCHOOL STUDENTS’ ATTITUDES TOWARD A BILINGUAL ENVIRONMENT IN SCHOOLS 指導教授: 張玉玲 博士 Advisor: Dr. Ye-ling Chang 研究生: 呂淑文 撰 Graduate: Shu-Wen Lu 中 華 民 國 九 十 五 年 十 一 月 November 2006 Significance of the Study The reason why this study is significant can be explained from three aspects. First, this study investigates Junior high school students’ perceptions, attitudes, viewpoints, and their participation towards the bilingual environment. Consequently, this research might offer some empirical messages for English teachers in Taiwan about conducting a bilingual environment. Second, the results of how students improve their English learning in a bilingual environment can inspire teachers to provide appropriate stimulations to their students. Third, it is hoped that this study may help junior high school students for providing the information of how they can improve their English learning in a bilingual environment. Limitations of the Study Three limitations of the study are generalized as follows. First, the sample size of this study is small. The subjects in this study were 35 students from two classes in a junior high school in southern Taiwan. The sample for this study was restricted to the urban area. Consequently, it is hard to generalize...
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...Davis States voter-driven initiatives/laws relating to English language learner issues It has been a long debate and an important issue concerning English language learner from the school system to legislative forums, and there have been different policies and opinions for over forty years. Bilingual education is a method used to teach ELL students partly in their own language. The concept is that it will enhance their understanding of the curriculum and help them succeed in an English based classroom. The premise is that once the student is fairly competent in English they can progress in the classroom with their peers. Weather these programs are the best education method for ELL students this question has not been answered to address the issues concerning ELL students. The opponents of Bilingual Education believes that it is the ELL student right and need to make use of their native language to ease their transition into a English only education. The opponents also believe that the programs are hindering students’ ability to learn curriculum by keeping them in their native language too long. The Bilingual polices of today society are polices of the Bilingual Education Act of 1968 (Title VII). Congress passed the act as part of Civil Rights Title VI, which prohibits discrimination based on race, color, or natural origins in programs or activities in any program receiving federal finical assistant. The Bilingual Education Act requires that when needed schools must provide...
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...17, 2012 Mary Beth Nipp, Instructor English language learners have been the talk for many years. They are coming to America each and every day. Most of them speak different languages as Spanish, French, and some already speak English. It has been debated and voted on in five voter driven states. The states are Arizona, California, Colorado, Massachusetts, and Oregon. The voters have been asked to make decisions about the education of the English language learners (Mora, 2009). But only three states, California (1998), Massachusetts (2002), and Arizona (2000) passed the laws for English-only learners to be put in programs, and Colorado (2002) and Oregon (2008) rejected the initiatives of the ballot (Mora, 2009). The voters were in English only groups that were against having bilingual education for the students’ (Mora, 2009). The teachers were having a hard time in learning how to teach the English language learners. But in the 1960s, the federal and state governments have created new laws and policies that give the English language students’ the rights to a meaningful and equitable education (Mora, 2009). The government also provided funds and guidelines for a transitional bilingual education program for the English language learners to help them to become educated (Mora, 2009). In the Lau v. Nichols (1974), the courts decided to take affirmative steps to protect the civil rights of the English language learners in the school districts (Mora, 2009). Because the districts...
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...Bilingual Education and the Success of Boston’s Latino Youth The success of Latino students in the Boston Public School system is undoubtedly and inextricably linked to the success of the district, in partnership with state government, combining both proven and innovative strategies in delivering English language instruction to the city’s students. At 43% of total enrollment, Latino students are the largest and fastest-growing demographic in Boston Public Schools (Handy). And while a majority of Latino students speak English proficiently, census records show that in the City of Boston half of all Latinos were born outside of the United States; 30% of Latinos in the Boston Public School system are English Language Learners (Uriarte, Chen, and Kala 9), and, not surprisingly, the majority (57% in 2012) of Boston’s students classified as Limited English Proficient, speak Spanish (Uriarte). Simply put, there is no way to ensure that schools are working to the best capacity for the district’s largest ethnic group without also ensuring that proper systems are in place to educate English Language Learners, who are disproportionately Latino. Unfortunately, this has not always been the easiest of tasks, and a ballot initiative of over a decade ago would come to undermine much of the needed progress in the Boston Public Schools. November 5, 2002 may seem like a distant memory for some, but on that day, the result of that year’s election would come to have a resounding impact on Massachusetts’...
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...initiatives to regulate the education of language-minority students is like using a sledgehammer to repair a wristwatch” (Mora, 2009, pg. 14). Issues of language use and instruction are a past, present, and future hotbed of debate. It seems that teachers are instructed on how to instruct, while voters are granted the power to make or break educational practices. California is one of the most volatile states when considering how best to instruct English language learners (ELLs). There has been regular discussion about the best way to educate ELLs. In 1968, the door to funding was officially opened for bilingual education. According to Purcell (2002), the Bilingual Education Act authorized federal funding for programs that addressed the needs of students who had limited English skills. With more cases of disgruntled students and parents, it was clear that the education of English language learners was not going to come easily. While the concept of bilingual education is admirable, the fact is that the delivery of the education left much to be desired. With the level of dissatisfaction, the need for reform had arrived. According to Purcell (2002), businessman Ron Unz funded a large portion of Proposition 227. Under Proposition 227, Limited English Proficient (LEP) students would be given instruction in “sheltered English immersion” classrooms for a period not to exceed one year (Purcell, 2002). The instruction would be in English not the native language of the student. After the initial...
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...English language. The set standard for students who don't speak English is supposed to help them to learn English and keep up with the subjects that the other students who speak English are learning and are being tested on. The idea of that is great and should promote both content retention, and the development of the English...
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...points out that English language learners (ELLs) are learners who have limited proficiency in the English language. They are learners that have been identified as a subgroup of people that is growing fast. Throughout the United States, school districts educate over 10 million English language learners that not only differ in language but behaviourism and culture as well. Studies indicate that the learners speak numerous languages; Spanish is the language spoken by more than 65% of the (ELLs). As these numbers continue to increase, many school systems are encountering pressure and challenges that are forcing them to incorporate programs ad or modify lesson plans in order to educate the English language learners. Over the past two years, in the state of Alabama, more than twenty thousand English language learners K-12 grade have made significant progress in academic; with a 72% graduation rate. The Top Five Languages represented by ELs in Alabama’s K-12 Program are 18115 Spanish, 526 Korean, 456 Vietnamese, 429 Arabic, and 309 Chinese. The six K-12 schools in the Russell County School District/my local school, offers about 25 ELLs education in English as a Second Language, in addition, assistance in reading, math and writing. The county also offers after school tutoring in basic skills. The Russell County School District’s classrooms are exclusively conducted in English, but the aim of the education department is to teach English language learners in the earliest possible...
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...2015 English Language Learners Policy Roxana Rodriguez California State University, Dominguez Hills SPE 481 – Diverse Learners with Exceptionalities July 12, 2015 English Learner History and Sociopolitical Context Immigration has always been a part of American history. However, in 1910 a shift in the type of American immigrant occurred. Up to this point most immigrants were from northern European and were mostly Anglo-Saxon and Protestant. With the incoming of immigrants who looked and talked a lot different from the first American immigrants an Americanization movement commenced. The 1906 Nationality Act made speaking English a requirement for US citizenship, this shaped what it meant to be an American and consequently...
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...debate over the best way to educate students whose first language is not English. Historically, past federal laws and court decisions protected the rights of non-English speaking children. One federal law established during the 1960s was the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act of 1968). This law provided legal guidelines and funding for transitional bilingual education programs. In the Lau v. Nichols, case, the Supreme Court ruled that school districts were required to take affirmative steps to protect the civil rights of limited-English-proficient students (Mora, 2009). Due to the increase of non-English speaking students in the schools, several states asked the voters to make policy decisions regarding the education of English language learners. Voters in California, Arizona and Massachusetts by large percentages voted to pass the anti-bilingual education initiatives. However, other states like Colorado and Oregon rejected the initiatives. California’s Proposition 227, Arizona’s Proposition 203 and Massachusetts’s 603 CMR 14.00, state that all English language learners be educated for one year through a sheltered (or structured) English immersion program. This program would provide all instruction in English for the year; students must then transfer into mainstream English classrooms. These laws allow instruction of students in their non-English native language only under limited and restricted conditions through a parental...
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...Reading and Second Language Learners Research Report May 1999 This report prepared by Magda Costantino, Ph.D. The Evergreen Center for Education Improvement The Evergreen State College Olympia, Washington 98505 With assistance from: Joe St. Charles Susan Tepper Edlamae Baird Acknowledgment to Gary Burris and Lynne Adair For their invaluable assistance with the project This material is available in alternative format by request. Contact Bilingual Education at 360-753-2573, TDD 360-664-3631. The Office of the Superintendent of Public Instruction complies with all federal and state rules and regulations and does not discriminate on the basis of race, color, national origin, sex, disability, age or marital status. Table of Contents (click on page number for access) Introduction......................................................................................................................... 1 Executive Summary ............................................................................................................ 3 Chapter One Language Acquisition and the Language Learner .......................................................... 7 Section One: How Does First Language Develop? .................................................... 7 Section Two: How Does Second Language Develop? ............................................... 9 Foundational Theories ...............................................................................................
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...Understanding Language Policy Carmen DeLeon TSOL 500 Foundations of Bilingual Education Nova Southeastern University September 9, 2012 In an article entitled Ten Common Fallacies about Bilingual Education, James Crawford discusses ten common misbeliefs held by many in regard to bilingual education in the United States. Despite the number of English Language Learners (ELLs) who live in the United States, there is still a great lack of interest and concern regarding the education that they receive. Crawford has done an excellent job outlining some of the more common misunderstandings that surround the education of ELLs. The first fallacy that Crawford addresses is the misbelief that the English language is slowly being overtaken by other languages. While it is true that other languages have proliferated the culture in the United States, English has remained strong. Crawford cites several examples throughout history where English has appeared to be compromised by other languages. By 1900, there were at least 600,000 elementary school students, about 4% of the US total, receiving part or all of their instruction in German (Kloss, 1998 as cited in Crawford, 1997). He also points out in his article Legislating Language, Mandating Inequality, that "in 1890, the proportion of non-English speakers was 4.5 times as great as in 1990”. (Crawford, 1996). So, this is not a new issue. Speakers of other languages have been migrating to and settling in the US for the duration of...
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...It’s All About the Law ESL 523N Dr. School diversity is not a surprise as presently a large number of the educational population is comprised of students from many different cultural backgrounds. According to research conducted by Education Week (2011) there was a large growth of English language learners in the United Sates over the 21st century. This rise mandated the need for public schools throughout the nation to assist English language learners with the instruction of special language. Legislation has provided the rise of laws that mandate states to provide quality education to English language learners. With these laws and initiatives arise issues, challenges, and benefits. In the case Meyer v. Nebraska (1923) Supreme Court Jude James McReynolds penned, “The protection of the United States Constitution extends to all, to those who speak other languages as well as to those born with English on the tongue" (Walsh, 2009). This legal decision provided parents with a constitutional right to influence and strengthen the education of their children. The law evolved as a result of the state of Nebraska preventing any curriculum that was not English based. This was later deemed unconstitutional and therefore the law evolved. The State of California in June of 1998 passed Proposition 227, also known as the English in Public Schools Initiative (1999). With the evolution of this legislation came a change in the way Limited English Proficient students...
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...Linguistic Autobiography Linguistic and Ethnic Background: As a bilingual facilitator and instructional coach for a primarily EL school, I’ve always wondered how much my personal cultural and linguistic background has affected my capacity to fulfill the needs of English language learners. My family and I are Mexican American with family background from Spain. I was born in Mexico and migrated to the United States at the age of 10. I grew up in a very close and proud family where Spanish was the primary language. Spanish was used in my home by my parents and English by siblings. I was never exposed to other languages until I migrated to the United States. Throughout my life I’ve been exposed to Spanish, English, French (high school) and Italian (college). I believe that my personal experience in acquiring a second language has made me realize and understand the needs of English language learners. K-12 Schools in the United States I consider myself very fortunate to have had the opportunity to attend school in Mexico from K-4th and the remaining of 4th -12th in the United States. I have to admit that my first years in the US school system were challenging but certainly rewarding. I migrated to the United States in the mid 1980’s. At that time, being an English learner was not well accepted by society. Our education system was not equipped with the proper resources. I struggled with acquiring the language properly. My parents were very concern about our education and did everything...
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...The monolinguistic view in the United States is often used in schools to promote the English language to all students. However, research shows that bilingualism has numerous advantages. Bilingualism, the ability to speak two languages fluently, has significant academic, social, professional and psychological advantages over monolingualism. I enjoyed reading about the benefits of bilingualism. This reading triggered a personal connection from high school. I went to school with many bilingual students who were highly sought after when non-English speaking parents came up to the school. This reiterates the idea from the reading that being bilingual has advantages in people's professional lives. From the reading, I did gain new insight about the...
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