Transcript Official English English Plus

The Bilingual Education Act
(Title VII of the Elementary and Secondary
Education)
Goal: Development of English skills… and
to the extent possible, the native language
skills of LEP students.
The Bilingual Education Act
Title VII supports the attainment of this goal in
these ways:
•The collection of data on the number of
English learners, the educational services
available to them, and the educational
outcomes achieved.
•The evaluation of Title VII program
effectiveness.
(source: eld.sccoe.org/titlevii.asp)
The Bilingual Education Act
Title VII supports the attainment of this goal in
these ways:
•Research to improve the effectiveness of
bilingual education programs.
•The collection, analysis, and dissemination
of data and information on bilingual
education.
(source: eld.sccoe.org/titlevii.asp)
The Bilingual Education Act
Proposed education model:
• Student’s home language is used to
initiate instruction;
• English is taught as a second language
to initiate literacy in English,;
• English is fully introduced in instruction
when students are moved into the
English mainstream classroom.
The Bilingual Education Act
Proposed education model:
• The native language is used as a bridge
to literacy in English;
• Bilingual Education is an educational
strategy rather than a full program of
instruction.
The Bilingual Education Act
Measures that aided to implement the
Bilingual Education Act:
• the Lau v. Nichols (1974) verdict
abolished the sink-or-swim practices of
the past;
• the Equal Educational Opportunities
Act (August, 1974), represented an
effort to expand bilingual practices to all
schools;
The Bilingual Education Act
Measures that aided to implement the
Bilingual Education Act:
• Lau Remedies (1975), recommended
bilingual education as the best
approach for elementary education;
–Castañeda v. Pickard (1981): although the case
represented an important step in fulfilling the equal
education opportunities (Equal Education
Opportunities Act of 1974), the verdict did not strive
to reinforce bilingual education practices.
The No Child Left Behind
NCLB Act
(Title III: Programs for ELL’s)
Acknowledges that:
•One of America’s greatest attributes is its diversity;
•A central purpose of the federal role in education
is to ensure that all children have the chance to
succeed;
•Unfortunately because of federal funding for
bilingual education includes no performance
measures, LEP students are not receiving the
required services to become proficient in English.
The No Child Left Behind
NCLB Act
(Title III: Programs for ELL’s)
Acknowledges that:
•One of America’s greatest attributes is its diversity;
•A central purpose of the federal role in education
is to ensure that all children have the chance to
succeed;
•Unfortunately because of federal funding for
bilingual education includes no performance
measures, LEP students are not receiving the
required services to become proficient in English.
The No Child Left Behind
NCLB Act
(Title III: Programs for ELL’s)
Goal: Acquisition of English skills only-- In order
for all students to meet high standards, limited
English students need to master English.
To accomplish this goal, states, local agencies
and school districts will be held accountable for
increasing the annual number of English
proficient students.
For more than 3 million limited English proficient students in
America this means mastering English as quickly as possible.
NCLB Act (Title III)
Features with respect to bilingual/ESL
education and literacy:
• English language acquisition and
academic achievement will continue to be
stressed but cultivating bilingual skills is
no longer an approved purpose of
language instruction educational
programs.
NCLB Act (Title III)
Features with respect to bilingual/ESL
education and literacy:
• No proposal of any particular curricular or
pedagogical approach to educating LEP
children is presented;
• (Flexibility and Science): Design of
instructional and professional
development programs must reflect
scientifically based research. .
NCLB Act (Title III)
Other important considerations of Title III:
• (Flexibility) State Education Agencies
(SEAs) and Local Education Agencies
(LEAs) have a central role in determining
the best instructional practice for English
Language Acquisition;
• (Accountability) LEAs must set annual
measurable achievement objectives in
moving LEP students toward meeting
English proficiency and graduation
standards; otherwise facing sanctions.
NCLB Act (Title III)
Other important considerations of Title III:
• (Funding Allocations) Federal resources
will be distributed via formula grants by
each state based on their enrollments of
English language learners (ELL) and
immigrant students; states with higher
number of ELL’s and immigrant students
will receive more support;
NCLB Act (Title III)
Other important considerations of Title III:
• (Funding Allocations) Federal resources
will be distributed via formula grants by
each state based on their enrollments of
English language learners (ELL) and
immigrant students; states with higher
number of ELL’s and immigrant students
will receive more support;