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It's All About the Law

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It’s All About the Law
Diana Green
May 16, 2012
Grand Canyon University: ESL 523N

“Using state ballot 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 transition time, the student would be placed in a mainstream classroom. The California voters voiced their opinion and the proposition passed in 1998. Bilingual education was at an end. Often, voters are not able to see all that is accomplished within the walls of the

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