...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 were taught. This legislation not only decreased the amount of time these students stayed in special classes, it required California public schools to educate this population of students in special classes that are taught nearly in all English (1999). Drafted by Ron Unz...
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...Julie Beitzel October 16, 2011 SEI English Language Teaching: Foundations & Methodologies Professor Jennifer Ashton When thinking of France I think of people speaking French, when thinking of Mexico I think of people speaking Spanish so naturally when I think of the United States I think of people speaking English, but this is not the case. For many decades people have been immigrating to the United States from other countries and therefore much of the United States may not speak English or may speak it as a second language. I have always wanted to live Paris, I mean who really has not, it is the city of love but I do not speak French fluently so I would feel out of place there and would not be able to function like I do in the United States because there is a language barrier. How would I go about solving this problem if I truly wanted to go to Paris? I would fully immerse myself in the French language and culture because it would be the fastest way for me to learn the language. An hour or two a day of French would not profit much in me learning because I would rely on the language I am using the most to get me through the day. Were as if I were required to speak and use French only I would be forced to become more familiar with French ultimately using it fluently. This is the point of many state debates about English-only. Many states have educated students from different countries with a bilingual approach for many years. They have been taught in their native...
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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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...02-24-12 Abstract Controversy over bilingual education has been around for much longer than people may think, But only in the past few decades as the migrant population has increased the issues is once again back in the table to be discussed over. Some Americans fear that their sense of identity could be lost if bilingual education is taught at schools and on the other hand other people is conscious that the so called “American Identity” is nothing but a mixture of different cultures and by teaching students to become proficient in two languages it is going to make them more competitive for the job market. In a few words, we can make things better for students by encouraging them to keep their native tongue and become proficient in the English language. Bilingual Education in the United States Many people do not realize that this great country was founded by immigrants from all over the world. The so called “American identity” was not formed by just one group of people but a great variety of cultures what we also call a “melting pot”. Bilingual education has been a very controversial issue and as more people migrates from all parts of the world this issue will become more and more important and will have to be taken care of by our government. The controversy over bilingual education, whether it should be encouraged in an American school system or not, has been a topic of great importance for educators. The traditional educational model discourages this practice because it...
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...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...
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...English Only Voter-Driven Initiatives English Only Voter-Driven Initiatives/Laws Christy Stewart Grand Canyon University: ESL-223N September 19, 2012 English Only Voter-Driven Initiatives/Laws There has been heavy 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...
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...Discussion Question 1 Recently Sheltered English Instruction, also known as Structured English Immersion (SEI), has replaced bilingual education in a few states. Arizona is one of those states. Looking at the SEI model and bilingual education model, compare and contrast these two methods, citing advantages and disadvantages of each. As a future educator, which model would you prefer to see implemented? Looking at the SEI model and bilingual education model both use strategies to facilitate language development which include using only one language for a given lesson, not focusing on correcting a student’s language but being more concerned with a student’s understanding of the content, the use of visual aids or supplements to support verbal information, as well as positive encouragement. However, there are significant differences between the SEI model and the bilingual education model specifically regarding the language of which the content is taught. The SEI model teaches the content in English by tailoring the level of English used to meet the needs of the students whereas in the bilingual education model the content is taught in the student’s primary language until the student has learned English. Additionally, with the use of the bilingual education model there is a shared common goal for the entire school to be bilingual proficient; for example English and another language for all students whereas the SEI model focuses on English proficiency for all students only. As a future...
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...in the English language and speak other than English at home (Greene, 1998). Bilingual education is practiced in several different forms, in many countries, for years. The defined meaning of this idea, is the use of two languages in schools, used by teachers, students, or both, for a variety of purposes, educational or socially. The bilingual education system was first legally introduced by Ohio in 1839, the first state to adopt the bilingual system, although at this time, it authorized German-English instructions. As time raveled, the Bilingual Education Act was finally passed during 1968- during an era when educators and political leaders...
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...Review of “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force Stephen Krashen University of Southern California Kellie Rolstad Arizona State University Jeff MacSwan Arizona State University The “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force purports to present a scholarly and balanced review of current scientific knowledge regarding effective programs for English Language Learners (ELLs) in general and Structured English Immersion (SEI) in particular. However, we find that the review neglects to reference significant research bearing on the questions raised, and frequently draws inappropriate conclusions from the research presented. Perhaps most disappointing is the tendency in the review to neglect important conceptual distinctions which could have usefully guided the research summary. Below we address each area of literature review in turn, pointing out significant limitations and incorrect interpretations as they arise. 1. What is the current state of scientific research in the area of effective instruction for English Learners? The review cites references to make the point that there are relatively few high quality studies regarding program effectiveness for English Language Learners, with estimates ranging from five (Gersten & Baker, 2000) to fifty (Genesee, Lindholm-Leary, Saunders...
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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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...Australian Education Review Second Languages and Australian Schooling Joseph Lo Bianco with Yvette Slaughter Australian Council for Educational Research First published 2009 by ACER Press Australian Council for Educational Research 19 Prospect Hill Road, Camberwell, Victoria, 3124 Copyright © 2009 Australian Council for Educational Research All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publishers. Edited by Carolyn Glascodine Cover illustration by ACER Project Publishing Typeset by ACER Project Publishing Printed by BPA Print Group National Library of Australia Cataloguing-in-Publication entry Author: Title: ISBN: Series: Notes: Subjects: Lo Bianco, Joseph. Second languages and Australian schooling / Joseph Lo Bianco ; Yvette Slaughter. 9780864318374 (pbk) Australian education review ; 54. Bibliography. Language and languages--Study and teaching--Australia. Language and languages--Study and teaching—Bilingual method. Education, Bilingual--Australia. Other Authors/Contributors: Slaughter, Yvette. Australian Council for Educational Research. Dewey Number: 370.11750994 Visit our website: www.acer.edu.au Acknowledgment The Author and Series Editor wish to acknowledge the contribution...
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...Introduction For offenders reentering the community the transition can be very difficult. Offenders face hardships in securing employment and housing to receiving adequate treatment for mental and physical illnesses and substance abuse. The number of offenders reentering society from prison and jail is steadily increasing yearly. States are diligently working to identify methods to help offenders successfully reintegrate into society. Some initiatives available in Harris County, TX include prison education programs, life and job skills training and counseling services. This paper focuses on the educational opportunities available for offenders in Harris County, TX. The education opportunities are structured to assist offenders with incarceration related factors and attempts to help offenders with successful reintegration with family, the community and society as a whole. I will discuss several educational initiatives available to offenders and how these initiatives correlate to our text. Harris County, TX . On March 12, 2004 the CEA unanimously voted to grant accreditation to Harris County Sheriff’s Office Inmate Education Program. The Harris County Sheriff’s Office became the first county jail in the U.S. to receive the Correctional Education Association (CEA) accreditation for its Inmate Education Program (Albers, 2006:15). This recognition sets Harris County Sheriff’s Office to a high standard to be compared with. The educational facility is located on Crites Street...
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... Imagine You Are the Teacher It Is The First Teaching year at Lincoln Elementary School for Ms. Branson. She has 30 fifth-graders of whom 13 are girls and 17 are boys, 12 participate in the free and reduced lunch program, 5 are English language learners, and 4 have individualized education programs (IEPs). As she plans her lesson on paragraph writing, she is trying to keep the special needs of each of her students in mind. Because Jessica has a hearing impairment, Ms. Branson decides to make a written outline that includes the important parts of a paragraph and examples of good and bad paragraphs. She also decides to go over the outline several times because Fred and Alex have a reading disability. In her plan, there is also a note to herself to find a bigger pencil and wide-lined paper for Suzy, who requires these modifications according to her IEP. Based on past writing experiences, she expects Monica to finish writing her paragraph pretty quickly, so she needs to think about an appropriate second task to keep her busy and motivated—most likely, a creative writing assignment. Ms. Branson feels about ready for the lesson, except for Jung Ju, a recent immigrant from South Korea. He seems to be falling behind despite her efforts to help him develop English skills. After giving it some thought, she decides to have Jung Ju...
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...“Creating Disciples: The Transformation of Employees into Trainers” By Harry J. Martin* and Mary W. Hrivnak Elena Rozkov Human Resources Training and Development April 12, 2012 MGMT 3060 CREATING DISCIPLES: THE TRANSFORMATION OF EMPLOYEES INTO TRAINERS 1 After our class discussion and reading article “Creating Disciples” again, I have a better understanding of the process and importance of the training program, which is designed for developing and supporting employee trainers, but I still cannot completely agree with the authors’ model. Martin & Hrivnak (pg.614) are talking about turning novice employees into trainers if this employee feels strongly enough about the idea to volunteer to teach other employees. But they are not talking about rewards, recognitions or promotions. According to Martin & Hrivnak (2009) an organization has to follow the “why” and “how” approach, and needs to understand the benefits and disadvantages between hiring an insider or an outsider to train others. Deciding which trainer to choose depends on the objectives of the program and how valuable they will be for an organization. By turning employees into disciple trainers will benefit the company in many ways. The insiders are cost-effective for the company. Also, training process can be easier because trainers will be accepted by their peers, which will lead to a comfortable work environment. Trainers can relate to other employees because they are already in the...
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...Addressing the Future: CURRICULUM INNOVATIONS 1.) LOCAL AND NATIONAL CURRICULAR INNOVATIONS 2.) GLOBAL CURRICULAR INNOVATIONS As man seeks for development, innovations are inevitable. In curriculum, changes and modifications are being introduced to keep with the changing world. • With the emerging theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal changes in science and technology led educators to introduce innovations. 1. LOCAL AND NATIONAL CURRICULAR INNOVATIONS a.) 2002 Basic Education Curriculum b.) Third Elementary Education Program (TEEP) c.) Secondary Education Improvement and Development Program (SEDIP) d.)The New Teacher Education Curriculum for BEEd and BSed e.)The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE) f.) Instructional and Curricular Excellence in School Leadership and Management – DepEd eXCELS A. 2oo2 Basic Education Curriculum THE VISION, MISSION AND RATIONALE OF THE CURRICULUM VISION: The Department of Education, envisions every learner to be: -FUNCTIONALY LITERATE - EQUIPPED WITH LIFE - APPRECIATIVE OF ARTS AND SPORTS and - IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS MAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS MISSION: The DepEd’s MISSION is to PROVIDE QUALITY BASIC EDUCATION that is: - ACCESSIBLE TO ALL - LAYS THE FOUNDATION FOR LIFELONG LEARNING and - SERVICE FOR COMMON GOOD The Basic Education Curriculum developed...
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