Legislations for English Language Learners

Some students are fortunate enough to be offered English as a Second Language classes (abbreviated ESL) or bilingual programs in school. Sandy Yanes, a third grade

• In 2001, No Child Left Behind replaced the Bilingual Education Act. This new bill was focused primarily on English Language Learners and brought about drastic change in both bilingual education and bilingualism

As our nation shifts towards a more culturally diverse population both educators and families have to find a common ground to ensure that English Language Learners are academically successful. All stakeholders must carefully consider the social cultural impact on an ELL education. The process of raising bilingual learners take more than a language a school and a language learned at home. The transition must have a purpose and a goal.

According to the No Child Left Behind Act of (NCLB) of 2001, one of the Titles III’s purposes was “to develop high-quality language instruction education programs designed to assist states, district and schools in teaching limited English proficient children and serving immigrant children and youth” ( ESEA Section 3102 (3) as stated in Language Instruction Educational Programs ( LIEPs), 2012 p. viii). As such, Article 14-C of the Illinois School Code recognizes two models to serve ELL students: a transitional bilingual education (TBE) program or transitional program of instruction

Impact of Current Political climate on English Language Learners Students and funding in the public school.

School principals will find in the following lawsuits the legal framework to provide educational services to ELLs in public schools. Baker (1997) points out that a landmark case in favor of bilingual education in the United States was a lawsuit in 1970. The case was a class-action suit brought by the parents of nearly 3000 Chinese students against the San Francisco School District (Lyons, 1990). This case originated that in 1974 the Unites States Supreme Court handed down its only substantive decision regarding the responsibilities of school districts serving ELLs (Lyons, 1990). The court indicated that under Title VI of the Civil Rights Act, the Chinese students were entitled to receive specific support to allow them full participation in the school program (Crawford, 1989). This case was known as Lau v. Nichols and its verdict outlawed English submersion programs for language minority students, and resulted in nationwide ‘Lau Remedies’ (Baker, 1997). Lyons (1990) writes that the ‘Lau Remedies’ specified how to identify and evaluate language minority students, determine appropriate instruction, decide when ELLs were ready for mainstream, and determine the professional standards expected of teachers serving language minority students. Under the Lau Remedies school districts were encouraged to provide

The Civil Rights Act of 1964 was the initial drive for bilingual education in the United States. It granted financial assistance to the public. The Act outlawed discrimination based on race, color or national origin in programs or activities that receive federal financial assistance. The Act symbolized a less negative attitude to ethnic groups, and possibilities for increasing tolerance of ethnic languages, at least in the Federal level (Baker, 2011).

Four federal laws that influence current approaches to ELL instruction are: The Title VI of the Civil Rights Act of 1964, Equal Educational Opportunity Act of 1974, Section 504 of the Rehabilitation Act of 1973, and the Title III of the No Child Left Behind Act. These laws are described

It is no secret that the debate over what is the best course of action to educate our non-native English language students across the country is a highly charged topic that runs from the classroom to Capitol Hill. There have been many shifts in direction and focus of educational programs for English Language Learning (ELL) students during the past century in our nation's history. In 1968, with the passage of the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act) legislation was

The purpose of this paper is to examine how the Federal Bilingual Education Act of 1968, ended the War on Poverty. Bilingual education is the use of more than one language to deliver curriculum content. The bilingual education system is designed for students to become proficient in English, and also encourage students to become bi-cultural; and function in two, or more linguistic and cultural groups. The policy expressed U.S commitment to the needs of the growing number of children in the public schools, whose first language was not English. In 1968, the government passed the Bilingual Education Act, which required language minority students to be taught in both their native language and English. I myself had to undergo English as a

Discuss why the Lau (1974) and Castañeda (1981) decisions were so important in the trajectory of emergent bilinguals. What kinds of programs were created? Describe a few of them.

Section 305(a)(2) states that “school districts and county offices of education shall, at a minimum, provide English learners with a structured English immersion program.”(CSU, 2017, p. 554). The immersion program designed with English learning students in mind will allow the use of the students home language for clarifications and to check for understanding(Buenrostro. 2017, p.2). The

She maintains this will allow them to generate cognitive and linguistic progress that nurtures their transition to English (Stover, 2015). Therefore, according to Dr. Vonderlack-Navarro, the “English only” approach can be detrimental to learning English (Stover, 2015). Vonderlack-Navarro contends school board members need to endorse specific strategies and support multilingual classrooms in response to the question, “How does the school board make these literacy gains in a classroom with English language learners who speak different languages?” (Stover, 2015).

Florida is a state composed of diverse cultures and languages. Prior to 1990 there were not any modifications or accommodations in the classroom for English Language Learners (ELL), which had become an increasing issue. During this decade Florida was the third largest state with residents that were not native-born. Historically, Florida has become the home for many individuals who migrated from Central and Latin America (MacDonald, 2004). According to the Consent Decree (n.d.), the Florida English speakers of other languages (ESOL) Consent Decree was a result of the case, LULAC et. al v. State Board of Education, August 14, 1990. This case addresses the civil rights of English Language Learners (ELLs). The plaintiffs in this case were LULAC and Multicultural Education, Training and Advocacy (META) and the defendant were Florida Board of Education. LULAC and META came together to bring justice to students whose native language was not English. The plaintiffs’ sought to implement policies to protect students whose native language was not English in order to create an equal learning environment. For example, English was the only means of communication in the classrooms and students who did not speak or understand the language would find themselves at a disadvantage. Due to the lack of modifications in place, students would eventually fall through the cracks of the school system. This case brought

When it comes to legal obligations for students that are English language learners, every student violated supposed to have equal access to their education. It was mentioned that in the year of 1970 the federal Office for Civil Rights, distributed a letter to all school’s districts mentioning that all school districts must offer services to students who are English language learners (Office for Civil Rights ,2006). After the ruling of Lau v. Nichols was pass, the congress passed an act called Equal Educational Opportunity Act (EEOA). The act is based upon that all children must have equivalent educational opportunities. This is important for the reason that each student should be treated equal and it does not matter if they are familiar with the English language. Every student should have the right to a proper education and nobody should be discriminated upon.