Policy Matters in Teaching English Language Learners: New York and California. Urban Diversity Series.Reportar como inadecuado




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This monograph in the Urban Diversity Series examines historical and current policy in the teaching of language minority students in New York and California. It explores the key issues in the public's understanding of bilingual education and defines bilingual education in terms of local educational legislation and implementations. Part I, "Teaching Language Minorities: Theory and Reality in New York City," discusses the history of bilingual education programs in New York City public schools and the theories that frame bilingual education policy. Using data from the New York City Department of Education (formerly, the Board of Education), it presents information on English Language Learner (ELL) enrollment from 1987 to 2002 and New York City and New York State standards for classifying students as Limited English Proficient or English Language Learners. The paper also analyzes the effectiveness of the bilingual education program in terms of reclassification rates of ELLs and general student achievement. Part II, "Dismantling Bilingual Education: The Impact of Proposition 227 in California," analyzes the implementation of Proposition 227 in California and its outcomes. The paper looks specifically at: 1) California law on instruction for English Learners before and after Proposition 227 and the implementation of Proposition 227 by school districts; 2) the process by which a child is designated limited-English proficient or English Learner, the characteristics of these students, and rates in the number of students redesignated fluent-English-proficient; 3) bilingual education enrollment before and after Proposition 227 and the characteristics of the students enrolled; 4) testing rates for all English Learners and English Learners enrolled in bilingual education; and 5) the impact of bilingual education on achievement in California and nationwide. Two appendices to the second part describe interpretations of Proposition 227 requirements for structured immersion in Los Angeles, San Diego, and San Francisco and Interpretations of Informed Consent and circumstances justifying parental waiver of Proposition 227 in Los Angeles, San Diego, and San Francisco. (Contains 40 references.)

Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Educational Change, Elementary Secondary Education, English (Second Language), Immersion Programs, Limited English Speaking, Second Language Learning, State Legislation, State Programs

ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue[at]columbia; Web site: http://eric-web.tc.columbia.edu.









Autor: Rossell, Christine H.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10091&id=ED482922







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