Beruflich Dokumente
Kultur Dokumente
Although these laws were in effect immigrants “Americanized” and replaced their
native language with English (WWI social issues)
The truth
Even though laws were in effect many non-English speakers were submerged
in an English only setting
No second instruction included
Not large enough work force
Did not want to include
By the mid 1920’s almost all bilingual classes were non existent
This decline continued until the 1960’s
Why the 1960’s???
Cuban Immigrants
1963 due to the huge influx of Cuban immigrants the first large scale
government sanctioned bilingual program was founded in Florida.
Dade County, Florida became unofficial model for the U.S.
Educators/ researchers from around the county came to examine this “new” form
of education
This is ELL’s beginning snowball effect.
Tesol (Teachers of English to Speakers of
Other Languges)
In 1966 the Tesol organization, was established in response to the increased
demand for ESL materials and methodologies due to the influx of immigrants,
refugees, and international students to the United States.
Bilingual Education Act
In 1968 congress passed the act under Title VII of the Elementary and
Secondary Education Act.
This represented the first national acknowledgment of the special educational
needs of non/limited-English speaking children.
These students are not intellectually inept
However, Title VII’s “poverty criterion” was seen as a strategy for
“repudiating the effects of poverty and cultural disadvantage”.
Some believe that the act was mainly to help less fortunate children not
necessarily ESL students
New York
In 1974 the Puerto Rican Legal and Educational Fund sued the state resulting
in a Federal court order that required the New York City chancellor of
education to develop adequate bilingual programs
Content instruction was not sufficient for Spanish speaking children which resulted
in lower test scores
Intensive English instruction and some content instruction in Spanish
Lau vs. Nichols case
In 1974 the U.S. Supreme Court ruled that Lau (Chinese) and 1,789 other
Chinese students from the San Francisco area were denied access to equal
educational opportunities because they could not sufficiently understand the
language of instruction.
Most Chinese immigrants went to California for work opportunities and were often
disliked by the public
set the expectation that school systems must adopt some kind of comprehensive
strategy
addressed the needs of non-English speaking students
The court did not mandate any specific model
ESL is not a one language
situation
Elementary and Secondary Education Act
(ESEA)
Most programs funded by ESEA in 1984 were reorganized in two divisions
Title I: provides money for disadvantaged students, as well as migrant education
programs.
Title II: provides block grants to the states under such laws as “Ethnic Heritage
Act” and the “Emergency School Aid Act.”
Ethnic Heritage Act:1. develop new diverse curriculum 2. put it into school classrooms
3. provide training for educators and fund future development
Emergency School Aid Act: eliminates non diverse curriculum and promotes cultural
diversity by funding schools who promote the same ideals
Funding for Limited English Proficient (LEP) students (another term for ELL),
comes from all of these programs to varying degrees.
Proposition 227
In 2001 George W. Bush passed the No Child Left Behind Act. In the act it
references bilingual education the term was changed to Language instruction
education programs.
Now a state administered formula grant program NCLB required states and
districts to help ensure the success for ESL students and hold them to high
standards.