Educating English Language Learners

A Brief history

• 1968: Bilingual Education Act: Federal funding to encourage language instruction.
• 1970s: BEA expanded to cover any socioeconomic status. "Students who need services should be receiving them."
• 1980s: English-only programs. 3-year limit.
• 1998: CA voters pass Prop 227
• 2000: AZ voters pass Prop 203

No Child Left behind

• Mandates all students achieve level of "proficient" on state assessments.
• One-year test exemption for students new to the country.
• Title III grantees must make AYP, Attain English proficiency, make AYP set by states and measured by standardized tests.

What does it mean to be an ELL?

• The Federal government defines ELLs as "students enrolled in elementary or secondary education, often born outside the U.S. or speaking a language other than English at home, and not having sufficient mastery of English to meet state standards and excel in an English-Language classroom."

Ells in school

• Between 1995 and 2005 nationwide enrollment of ELLs increased by 57%.
• Five million ELL students are being educated in the public school system. (10.5%)
• Nearly 70% of all emergent bilingual students are enrolled in 10% of elementary schools.
• Representing over 450 langauge backgrounds.

ELLs in Connecticut

Submersion

• Sink or Swim model
• 100% English
• Mainstream Education and students are given no extra help with English.
• Goal: Linguistic Assimilation

Structured English Immersion

• 90-100% English
• Students grouped for instruction based on level of English proficiency
• Teachers certified in ESL
• Goal: Linguistic Assimilation and exit to mainstream education

ESL Education

• 90%-100% in English
• Mainstream Education with support of certified ESL Teacher
• Pull Out or Push In
• Goal: Linguistic Assimilation & Remedial English
• Most Expensive: $2,687 per pupil

Transitional Bilingual Education

• 90-50% home language intially
• Gradually decreasing home language to 10% or less
• Certified Bilingual Teacher
• Early Exit into mainstream as they become proficient in English
• Goals: Linguistic Assimilation. English acquisition without falling behind academically.
• Least Expensive: $1,881 per pupil

Developmental Bilingual Education

• 90% home language initally
• Gradual decrease in home language to 50% or less
• Certified Bilingual teacher
• Instruction at students English Language Proficency
• Goals: Bilingualism & Biliteracy. Academic achievement in English.
• Late Exit (5-6 years)

Two-Way Bilingual Education

• 50/50 model
• English speakers & speakers of LOTE taught in both languages
• Certified Bilingual teacher
• Usually at Elementary Level
• Goals: Bilingualism & Biliteracy. Academic achievement in English.

Dynamic Bi/Plurilingual Education

• Students locus of control for language used.
• Teacher-led learning in English with collaborative project-based student learning using home & hybrid language practices.
• Usually at high school level. Used especially with newcomers.
• Goals: Bilingualism. Academic achievement in English.

How are students classified?

• Home Language Survey
• Language Proficiency Assessment (LAS Links)
• Reclassified based on academic achievement in English.

Instructional Concerns

• Kindergarten students placed in remedial programs.
• Lack of families utilizing early childhood programs
• Learning of ELLs often focuses on compensating for their limited English language skills (drill & kill)

ELLs in special education

• ELL students identified with a learning disability: 57% vs. 53% among the rest of the student population.
• ELL students identified with a speech/language disability: 24% vs. 19% among the rest of the student population. (Yates & Ortiz, 1998)

Overcome the Tradition of Silence.

Sources

• Garcia, O. & Kleifgen, J. (2010). Educating emergent bilinguals. Teachers College Press: New York, NY.
• Connecticut State Department of Education (sdeportal.ct.gov)
• Ortiz, A. A., & Yates, J. R. (2008). Enhancing Scientifically-Based Research for Culturally and Linguistically Diverse Learners. Multiple Voices For Ethnically Diverse Exceptional Learners, 11(1), 13-23.
• Orozco, C. & Orozco, M. (2001). Children of Immigration. Harvard University Press: Cambridge, MA.
• Ana, S. (2004). Tongue-Tied. Rowman & Litchfield: Lanham, MA.