Transcript Permissive Period 1700’s

The Education of
Second Language Learners
Developed by:
Laurie R. Weaver
Judith A. Marquez
University of Houston-Clear Lake
Objectives
By the end of this module, participants will be
able to:
1. Describe trends in the education of second
language learners
2. Identify second language education
program models.
To Think About
• With a partner, brainstorm a list of what you
know about educational programs for
second language learners.
• Share one item with the group.
To Think About
• When was the first bilingual program
offered in the United States?
• Go to the following link and print out the
article on the History of Bilingual
Education:
– http://brj.asu.edu/content/vol27_no1/abstracts.h
tml (click on Bilingual Education in the United
States by Carlos Ovando, full text in PDF)
Bilingual Education
• Many people believe that education using
the students’ first language (L1) is a recent
movement.
• However, in the US there have been
bilingual education programs as well as
education offered in a language other than
English since colonial times.
To Think About
• Why would there have been education in a
language other than English in the colonial
period?
Permissive Period
1700s-1880s
• Immigrants established communities and
schools in their first language (L1).
• Some bilingual schools existed.
Permissive Period
• American Indians spoke many different
languages.
• Culture of the American Indians differed
from group to group.
• American Indians did not have a formal
institution of education.
To Think About
• Why do you think some bilingual schools
were established during this time period?
Permissive Period
1700s-1880s
• Bilingual schools set up by missionaries for
American Indians.
• Also instruction in Spanish was common in
Southwest (settled by Spain).
Permissive Period
1700s-1880s
• Some attempts at linguistic assimilation
– Linguistic assimilation means to eradicate the
use of the L1 while promoting the use of the
L2.
– Society for the Propagation of Christian
Knowledge
• Supposedly designed for religious instruction but its
real purpose was to teach English to Germanspeaking children.
Permissive Period
1700s-1880s
• Use of colonial languages (i.e., French,
Dutch, Portuguese) decreased
–
–
–
–
Journey to New World was dangerous
Conditions in Europe had improved
Thus, there were fewer immigrants
This meant that there were fewer speakers of
colonial languages other than English
– This led to English being a common language
among early settlers
Restrictive Period
1880s-1960s
• During this time period, there was a rise in
English-only schools
• 1882 Act to Regulate Immigration
– Prohibited entry to "any person unable to take care of
himself or herself without becoming a public charge".
• Rise in Nativism
– Political and social movement that concentrated on
restricting immigration and promoting the idea that the
US was a country for white, native-born Protestants
• Naturalization Act of 1906
– Made knowledge of English a requirement for
naturalization
Restrictive Period
1880s-1960s
• Boarding schools for American Indians
– American Indians were forbidden to speak their
L1
Restrictive Period
1880s-1960s
• WWI
– Anti-German feelings
– Led to the restriction on using and teaching
German
• By 1923, 34 states had English-only
instruction rules.
Restrictive Period
1880s-1960s
• Cultural deficiency theory (disadvantaged,
damaged)
– Promoted in the 1960s
– Some people today still believe in this theory.
– The theory states that children from minority
backgrounds don’t do well in school because of
deficits in their culture.
Restrictive Period
1880s-1960s
– According to this theory, for example, the
underachievement of Latino students is
explained by the culture’s supposed lack of
valuing of education.
– The fact that some Latino students might not be
doing well because they do not understand the
language of instruction is not taken into account
by this theory.
Opportunist Period
1960s-1980s
• Launching of Sputnik
– Russian rocket
– Caused fears in US that the US educational system was
inferior to that of the Russians
• National Defense Education Act (1958)
– Provided funding for math, science and foreign
language education
• Coral Way Elementary School (1963)
– Established in Miami for the children of Cuban
refugees
– Successful bilingual school
Opportunist Period
1960s-1980s
• Other acts that led to bilingual education
– Civil Rights Act (1964)
– Immigration Act (1965)
– Bilingual Education Act-Title VII of the
Elementary and Secondary Education Act
(1968)
• Provided funding for materials and for training of
bilingual teachers
Opportunist Period
1960s-1980s
• Supreme Court Case Lau v. Nichols (1974)
– Found that there is no equality of opportunity provided
when instruction is provided in a language which the
students do not understand
• Castaneda v. Pickard (1981)
– Castaneda test
– A bilingual education program must have:
• Sound educational theory
• Adequate resources and personnel
• Sound practices and results
Dismissive Period
1980s to Present
• Shift in Title VII funds to English-only
programs
• Proposition 187 (Save our State) (1994)
– Proposition in California that denied social
services, including education, to children of
undocumented families (illegal aliens)
• This has since been found to be unconstitutional
Dismissive Period
1980s to Present
• Proposition 227 (1998)
– Restricted bilingual education in California
• Unz Initiative in Arizona (2000)
– Restricted bilingual education
• Unz Initiative in Massachusetts (2002)
– Restricted bilingual education
Dismissive Period
19802 to Present
• Unz Initiative in Colorado/Amendment 31
(2002)
– Restricted bilingual education
– Was not passed
• No Child Left Behind Act (2002)
– Established English language development
assessment criteria for English language
learners
Program Models
• To think about:
– If you and your family were to move to a nonEnglish-speaking country, what type of
educational experience would you look for for
your child? Why? Discuss this with a partner.
Program Models
• Transitional bilingual education (early exit)
• Maintenance bilingual education (late exit,
developmental)
• Two way immersion (dual language)
• Pull out ESL
• Push in (inclusion) ESL
• ESL as a subject
Program Models
•
•
•
•
•
•
Sheltered ESL
Resource ESL
ESL self contained
ESL certified general education teacher
Newcomer/immigrant program
Heritage language (Spanish for Spanish
speakers)
Program Models:
Bilingual Education
• Transitional bilingual education (early exit)
– Goal is to move students into all English
classrooms as quickly as possible
– Students’ L1 only used as a means of moving
students to English
– Most common bilingual program in US
Program Models:
Bilingual Education
• Maintenance bilingual education (late exit,
developmental)
– Goal is to develop both L1 and L2 to grade
level
– There is no hurry to move students to all
English classroom
– Not a common program in the US
Program Models:
Bilingual Education
• Two way immersion (dual language)
– Goal is for speakers from at least two different
language backgrounds to develop bilingualism
and biliteracy to grade level
– Example: English and Spanish speakers in the
same class, taught in two languages through 5th
grade
– Currently, a rapidly growing program
Program Models: ESL
• Pull out ESL
– ESL teacher pulls student out of the classroom
and focuses on teaching student English
• Push in (inclusion) ESL
– ESL teacher provides support to the English
language learner in the general education
classroom
Program Models: ESL
• ESL as a subject
– Common in junior and senior high schools
– English language learners take an ESL class
instead of a reading/language arts class
– The teacher focuses on language development
Program Models: ESL
• Sheltered ESL
– A math, science or social studies class taught by
a content specialist who is also ESL certified.
– The teacher uses ESL strategies to teach content
to the English language learners (ELL).
• Resource ESL
– ELL leaves classroom to seek help from ESL
teacher.
Program Models: ESL
• ESL self contained
– Generally an elementary program
– All students in the class are ELLs
– Teacher uses ESL strategies to teach all subjects
• ESL certified general education teacher
– General education teacher is ESL certified and has
ELLs placed in his/her class
– Currently this is a rapidly growing approach in US
public schools
Program Models: ESL
• Newcomer/immigrant program
– Generally for junior and senior high students
– A semester to one year of intensive English
instruction is provided so that ELLs can enter
the all English classroom with some knowledge
of English
Program Models: L1 Instruction
• Heritage language (Spanish for Spanish
speakers)
– Class designed for students who speak Spanish
as their L1 but have not been schooled in
Spanish
– Class focuses on building academic vocabulary,
reading and writing skills
To Think About
• Think about the type of program you would
like your own child to be in if you moved to
another country. Can you identify what
type of program it is? Why would you
select that type of program?