Bilingual Supplemental Test Review

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Texas A&M International University *

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MISC

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Linguistics

Date

Feb 20, 2024

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docx

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Uploaded by ChancellorResolve13149

History and Current Issues History of ESL Programs in Texas ● 1964: Title VI of the Civil Rights Act ○ Segregated schooling ends ○ Provide equal educational opportunities ● 1967: TEA creates accreditation measures allowing instruction in two languages. ○ TEA is responsible for the equitable education of all students. ● 1968: Bilingual Education Act ○ AKA Title VII of the Elementary and Secondary Act of 1968 ○ The act funded development and implementation of bilingual programs. ○ Passed under LBJ ● 1973: Texas enacts the Bilingual Education and Training Act ○ Public schools enrolling 20 or more ELLs in a given grade level must provide native language instruction to facilitate transfer to the mainstream classroom. ○ ESL teaching is required to develop English literacy skills. ○ This act eliminated the English-only teaching requirement. ● 1974: Lau v. Nichols ○ Cornerstone for providing equitable access to education to ELLs whose home language is something other than English. ○ Assures the survival of bilingual programs. ○ Districts must provide linguistic accommodations to ELLs so that they have an equal opportunity to learn through equitable educational experiences. ○ Terminology has moved from “ Limited English Proficient (LEP) ” to “ English Language Learners ” ○ Children need scaffolding and other strategies to make input comprehensible. ○ Lau Remedies : guidelines for planning appropriate bilingual/ESL education. ■ Determining a student's home language is the first step in providing effective language and content instruction. ● 1981: Castaneda v. Pickard ○ Set in place more specific guidelines by which to determine whether a particular school district was meeting requirements for ELLs. ○ Establishes a (3) part assessment for bilingual programs. ■ The bilingual education programs must be based on sound educational theory, be implemented effectively with appropriate resources and must be proven effective. ● 2001: T he No Child Left Behind Act (NCLB) requires that all ELLs receive quality instruction for learning both English and grade-level academic content, paving the way for English-only education. ○ The ELL group is in the federal accountability system. ■ Yearly progress in English proficiency is expected along with achievement in the subject areas of reading and mathematics.

Advocating for Bilingual Programs ● Parents can deny placement of their children in a bilingual program. ● The teacher has an obligation to inform parents of the current practices in school that do not penalize students for speaking their first language and the benefits of the program. ○ There is plenty of research that can be shared with parents that clearly indicates that their children will perform at grade level or above in English within a few years, especially when they are receiving instruction in their native language. History of Bilingual Programs: Court Cases ● Plyler v. Doe (1982): denying funding or charging for undocumented imigrant children’s education is illegal. ● Serna v. Portales (1974): schools must provide a bilingual curriculum to accommodate ELLs ● Rios v. Reed (1978): the bilingual program needs to actually be bilingual, not essentially English-only ● Keyes v. School District and Lau v. Nichols promoted the signing of the Equal Education Opportunity Act of 1974 History of Bilingual Programs in Texas ● Bilingual education is mandated only for the elementary grades in Texas. ○ All that is required by law is ESL. ● Texas state law calls for bilingual education to be offered in a district when there are 20 or more speakers of a language at a grade level. ● Bilingual teachers need to know that there are additive and subtractive models. Common Issues in Bilingual Programs ● In the U.S., the preferences for assimilation and one national official language has been a barrier to valuing bilingualism. ○ Bilingual educators agree but do not believe that learning English has to occur in an environment of subtractive bilingualism where the first language is erased or disregarded. ● The teacher must accelerate learning at all costs, preferably through tapping into the student's knowledge and areas of interest. ○ Most students are incredibly resilient and will grow if they feel safe in the classroom. ● The novelty of the new language and culture needs to be optimized. ○ Children are curious and they like to ask questions when they feel comfortable. ■ This is a way to build their vocabulary and knowledge. ● The teacher needs to appeal to the emotions to help keep ELLs guard down so that they can learn. ○ This is referred to as the affective filter that needs to be lowered. Types of Bilingual Programs ● One-way programs serve ELLs alone.

● Two-way programs serve two audiences: the ELL group and the native English learner group. ● There are also programs that designate the time of L1 and L2 to be used: ○ 50/50 dual language, each language gets used 50% of the time. ○ 90/10 dual language, the first language is used 90% of the time throughout elementary years. ■ In most of these, L1 language decreases until the program reaches 50/50 by the last year of the bilingual program offered. ● Some schools end bilingual education at different ages. ○ Late exit bilingualism: exiting late in the elementary years (5th-6th grade) ○ Early exit bilingualism : exit the program by the third grade, moving to mostly English instruction. ■ Early exit bilingual programs deliver the majority of content instruction in English while using the students' native language to introduce and prepare students for instruction. ■ The goal is to incorporate ELL students into mainstream education within 2-3 years. ■ Focus on using the students' native language to help with early reading instruction but to only use the students' native language for the first 2-3 years. Applying the Types of Bilingual Programs ● In dual language programs , teachers may implement a design that has the language of instruction divided by subject area. ○ Fidelity to the program calls for the teacher to use only the designated language of instruction for the specified content area. ● The purpose of dual language education is to produce bilingual, biliterate, and bicultural students. ● In dual language, students are using both L1 and L2, often on a trial and error basis to apply their learning. ○ Students find rules in the language and test the rules by applying them. ● The dual language curriculum is designed so students test what they know in their L1 and apply it to L2. ● The consistent use of the two languages for instruction is the other variable plus the focus on becoming literate in both languages. ● When the instruction is given in English, the teacher must have materials that scaffold the learning for the students so that the language is comprehensible to the students. ● By having state adopted and supplemental materials in two languages, bilingual teachers can collaboratively plan with their grade level teams for units of instruction. ● Dual language education : designed for students from two home language groups to learn in bilingual pairs side by side and use one of the other language for learning content. Vocabulary:

● Biliteracy : ability to read and write with competence in two languages. ● Subtractive bilingualism : acquiring a second language with some loss of one’s native language and culture. ○ In order to prevent subtractive bilingualism, teachers can demonstrate ways in which the students can use their native language to facilitate second-language learning. ● Comprehensible input : information that can be understood despite language barriers. ○ If a teacher uses comprehensible input for her ELL students, they can understand the essence of what is being said even if they do not know every word or structure used in the message. ● Additive approach : lessons, units, and examples that represent a broader range of cultures and perspectives are added to the curriculum that is already in place. Texas Procedures The Texas ESL Program-Process ● The state requires every student who enrolls to complete a Home Language Survey. ○ If the responses to the survey are yes to both of the questions "Is a language other than English spoken in your home?" and "Does your child speak a language other than English?", then the district is obligated to assess the students' English proficiency. ■ An oral test is given to all students. ○ The scores are recorded and considered by a group of people in the Language Proficiency Assessment Committee (LPAC) that convenes to consider the student scores and make recommendations related to placement and assessment. ■ The members of LPAC are an administrator, an ESL teacher, and a parent of a student in the ESL program who is not employed by the district. ○ LPAC members convene as frequently as necessary , typically at the beginning of the year, to complete placement decisions for students new to the campus. ■ Identification, testing, and placement are to occur within twenty days of the student's arrival. ■ Once the oral scores and reading/language arts scores are reviewed, it is clear whether to place a student in the ESL program or in regular education. ○ In the spring prior to state testing, the LPAC reviews student progress and makes recommendations for the students to take the state test in English, in Spanish, or be exempt from the state test. ○ At the end of the year, the LPAC recommends continuation in the program or exit from the program if the students have passed the state reading/writing test in English and have reached oral proficiency in English.

TX TELPAS ● The State of Texas provides online training on the Texas English Language Proficiency Assessment System (TELPAS) annually which is tied directly to the English Language Proficiency Standards (ELPS) for the State.

○ Teachers must become very familiar with these systems, especially the standards, because this will impact their instruction. ● Since students do not take a writing STAAR test every year, writing samples are collected as part of the Texas English Language Assessment System. ● For program evaluation purposes, the TELPAS scores are reviewed so that students do not plateau in their learning of English. ○ If a student stays at the same level for more than two years, there is reason for concern and the student's conditions and learning behaviors need to be scrutinized to find the reason for the lack of growth in language acquisition. Learning Styles ● There are (3) main ways that students learn, also known as learning styles . 1. Auditory : learn by hearing a. Instructional examples: read alouds, verbal instructions, discussions b. Hearing the word spelled aloud c. Learn best by music and rhythm 2. Visual : learn by seeing a. Instructional examples: charts, graphs, graphic organizers, visual aids b. Seeing the word written 3. Tactile/Kinesthetic : learn by touch or movement a. Instructional examples: hands-on activities, incorporated body movement (such as relating hand gestures to help students remember certain concepts), opportunities to move while working b. Role playing c. Using materials, such as magnetic letters, play-doh, or shaving cream to build or trace the word, letter-by-letter Teaching Diverse Students

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