Issues in Addressing The Needs of English Language Learners

1. Issues in Addressing The Needs of English Language Learners Dr. Margarita Jimenez Silva Presented at Claremont Graduate University December 3, 2005

2. Agenda for Today • History of Bilingual Education • Program Designs and Classification • Importance of Addressing Needs of ELLs • Teaching Their Minds: Beliefs and Practices

3. A Brief Account of Bilingual Education in the United States • The Bilingual Education Act of 1968 • Prior to 1968, sink or swim model – most sank • Stage was Set… • Success of BE at Coral Way in Dade County • Research in early and mid-60’s found correlation between bilingualism and intelligence • National move towards cultural pluralism and ethnic revitalization, fueled by Civil Rights Mvmt. • Pres. Lyndon Johnson’s War on Poverty

4. A Brief Account of Bilingual Education in the United States • The Bilingual Education Act of 1968 • Elementary and Secondary Act of 1965 had already paved the way for federal intervention in schooling efforts targeting poor, low-achieving students • To combat spread of communism, needed more bilingual government employees • Renewed interest in foreign language instruction after the launching of Sputnik

5. A Brief Account of Bilingual Education in the United States • The Bilingual Education Act of 1968 • 1960 census indicated an increase by more than 50% of the Spanish—surnamed population • Spanish-speaking children faring poorly in school and education was seen as a primary concern by Hispanic families • Jan. of 1967, TX Senator Ralph Yarborough introduced bill to provide assistance to local agencies to provide assistance to LOCAL agencies in setting up bilingual programs for Spanish-Speaking children

6. A Brief Account of Bilingual Education in the United States • The Bilingual Education Act of 1968 • Bill expanded to assist all low-income, non-English-speaking groups in the U.S. • Pre. Lyndon Johnson signed into law 1/2/68 • BEA defined BE- Quote • Grants awarded to applicants who: • Developed and operated bilingual programs for low-income, non-English-speaking students • Made effort to attract and retain bilingual teachers • Established communication between home and school

7. A Brief Account of Bilingual Education in the United States • Bilingual Education in the 1970’s • Several changes to original BEA policy • Memorandum re: Title VI of the Civil Rights Act of 1964 • Numerous practices which have effect of denying equality of educational opportunity to Spanish-surnamed children • Lead to discrimination on the basis of national origin • Call for “affirmative steps,” but steps not defined • Led to Lau v Nichols : Chinese parents in SF – district identified more than 2,856 non-English-speaking children, but provided instruction to fewer than ½ • U.S. district court ruled that separate but equal, ruling affirmed by 9th Circuit Court of Appeals

8. A Brief Account of Bilingual Education in the United States • Serna v. Portales Municipal Schools (1972) • Similar to Lau v Nichols • Mexican-American children in New Mexico • U.S. district court ruled: treated differently when given same curriculum & instruction, therefore, discriminated against • District submitted non-bilingual plan, rejected • 10th Circuit of Appeals upheld, ruling that Title VI rights were violated and as result, had a right to bilingual education

9. A Brief Account of Bilingual Education in the United States • Lau v. Nichols (1974) • Supreme Court ruled in favor of the students and their parents • Also referred to Title VI and OCR’s memorandum • No specific remedy, recommended that each school district look at its population • New guidelines for districts w/federally funded BE programs, 1st governmental definition BE Defined in transitional terms as “instruction given in, and study of English, and to the extent necessary to allow a child to progress effectively through the education system, the native language”

10. A Brief Account of Bilingual Education in the United States • Equal Educational Opportunity Act (EEOA) of 1974 • Extended Lau to all public school districts, not just those receiving federal funds • Significant “discriminatory effect” vs. “discriminatory intent” • Again, no specific remedy

11. A Brief Account of Bilingual Education in the United States • Lau Remedies (1975) • If schools have 20 or more students of the same language group having a primary language other than English, need to… • Establish a means for identifying all students whose primary language other than English • Evaluate the English-language proficiency of these students • Provide them with appropriate bilingual education programs • Only applied to districts out of compliance with Title VI or with EEOA, so application not widespread • Remedies still in effect, but not monitored

12. A Brief Account of Bilingual Education in the United States • Bilingual Education in the 1980’s • BE increasingly coming under fire (Republican Party became quite active) • Baker and de Kanter (1981) report was sponsored by the Office of Planning, Budget and Administration • BE and English-Only programs: equal results • BE should not be only approach for ELLs • BE too costly • Study highly criticized for design, methodology & bias

13. A Brief Account of Bilingual Education in the United States • Baker & de Kanter report set tone • 1984 – BEA amended to allow schools more flexibility in the kind of educational remedies to choose • Transitional BE now required to have a structured English language component, tied to eligibility testing and subject to approval by experts • Special programs with no native language now allowed and even encouraged

14. A Brief Account of Bilingual Education in the United States • To receive Title VII funding: • Needed to have specifically designed curricula • Had to be appropriate for the language and educational needs of the students • Had to provide structured English language instruction to enable a child to achieve competence in English • BEA of 1984 also established an Office of Bilingual Education and Minority Language Affairs with an appointed director to oversee it

15. A Brief Account of Bilingual Education in the United States • 1988 Change to BEA • Transitional BE (75% of budget) • Alternative Programs (25% of budget) • Biggest support for non-English programs • 3 year limit for transitional programs, some exceptions for years 4 and 5 and emphasis must be on English acquisition • Every effort must be made to provide info to students’ parents in a language they understand

16. A Brief Account of Bilingual Education in the United States • Castaneda v. Pickard (1981) • AZ case, schools must address special language needs of ELLs • Central issue: Does court have the authority to direct a school to use a specific educational remedy? • Up to the judge presiding over the case, but some criteria: program based on sound educational theory, be implemented in an effective manner, must produce results to substantiate that language barriers are being overcome

17. A Brief Account of Bilingual Education in the United States • Spoke to need for capable educational personnel, materials, and other relevant support – led to credentials, endorsements, coursework • Keyes v. School District No. 1 (1983) • Denver, also ruled that district had failed to develop an educationally sound program and that teachers were pedagogically underprepared

18. A Brief Account of Bilingual Education in the United States • Teresa P. et al. v. Berkeley Unified (1989) • exiting too quickly, teachers not qualified, • Ruling for district, no special credentials for teachers of ESL students BE=EO • Consequences, if BE=EO, go with less costly • One expert witness, employed by district

19. A Brief Account of Bilingual Education in the United States • Bilingual Education in the 1990’s • Shifts in funding • Only 5.6% of all students served by BE in 1989 • 1988 – only 22 states allowed native-language use • “U.S. English” movement • AZ case 1995 – parents opposed to Spanish-English program due to lack of Spanish proficiency of many of the teachers • CA, AZ and MA passed propositions

20. A Brief Account of Bilingual Education in the United States • 1990’s – Pro-English-Only propaganda • Major Republican candidates for Pres. in 1996 • Opposition in Non-English in public places • BE Advocates • Title VII reform, all teachers need to be prepared for ELLs • Flores v. the State of AZ (2001), State of AZ responsible for providing training in English immersion teaching strategies to all teachers in the state • CA Prop 227, court case – only individual parents, not schools can apply for waivers

21. A Brief Account of Bilingual Education in the United States • Unz – English For the Children • http://www.onenation.org/index.html • CA Prop 227 • AZ Prop. 203 • NCLB era, BE under attack

22. A Brief Account of Bilingual Education in the United States • Under Pre. George W. Bush • Elementary and Secondary Education Act reauthorized under new name NCLB Act of 2001 • Bilingual Education Act or Title VII renamed the English Language Acquisition, Language Enhancement, and Academic Achievement Act, which became known as Title III • Office if Bilingual Education and Minority Affairs (OBEMLA) given new name of Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students – brought to close a period in U.S. history when the legal term bilingual education was used in U.S. law and government offices

23. Program Designs • What are you seeing in your schools? • Concurrent Language Models • Preview/review, Concurrent translation, Code-switching, New concurrent approach • Separate Language Models • Content, Person, Time, Place • Additive Bilingual Education • 2-Way, Dual Language, language status issues • Subtractive Bilingual Programs • Majority – SEI, ESL, Early-exit

24. Entry, Reclassification, and Exit Criteria • Getting in and out of special language programs is largely determined by tests • All tests have some drawbacks • Have to be advocates for children – many stop receiving services before they are ready • Determining Program Eligibility • Lau remedies made identification and evaluation mandatory in all school districts

25. Entry, Reclassification, and Exit Criteria • Determining Program Eligibility • Many identify through home survey • Next step to determine proficiency levels • Criteria for entering special instructional program vary from state to state • Assess using Oral English proficiency, English reading scores, and home language reading scores

26. Entry, Reclassification, and Exit Criteria • Determining Program Eligibility • Oral Language Proficiency Tests • *Language Assessment Scales (LAS) • *Bilingual Syntax Measure II (BSM) • *Language Assessment Battery (LAB) • Basic Inventory of Natural Language (BINL) • Individualized Developmental English Activities (IDEA)

27. Entry, Reclassification, and Exit Criteria • Oral Language Proficiency Tests • Stanford English Language Proficiency (SELP) • Assesses oral and written abilities using picture and language text and has versions for primary, elementary, middle and high school students • Claims to be aligned with NCLB standards • Test developed by Harcourt Brace in 2003 • Gaining popularity nationwide

28. Entry, Reclassification, and Exit Criteria • Commonly used Standardized English Reading Tests • Comprehensive Test of Basic Skills (CTBS) • California Achievement Test (CAT) • Non-English Language Standardized Reading Tests • Spanish version of LAS • Spanish version of BSM

29. Entry, Reclassification, and Exit Criteria • Increasingly, schools using standardized and alternative assessments • Closer look… • Language Assessment Scales (LAS) • 2 versions, LAS 1 for grades 2-5 2 for g6 and up • Measure oral lang. skills in English & Spanish • 4 linguistic subtests: sound system, vocabulary, syntax, and pragmatics • 5 Proficiency levels • Not considered valid

30. Entry, Reclassification, and Exit Criteria • Bilingual Syntax Measure (BSM) • 2 versions: K-2 (BSM I) and 3-12 (BSM II) • Developed in mid 70’s • Individually administered • Provides a direct measure of syntactic proficiency in Spanish or English by stimulating natural conversation through a structured interview • Discuss a story depicted by the test’s cartoon characters • Correct responses determine proficiency level: BSM I has 5 levels and BSM II has 6 levels

31. Entry, Reclassification, and Exit Criteria • IDEA Placement Test • Developed in 1982 • Designed to assess oral proficiency in English or Spanish for grades K-6 • 83 items divided among the areas of vocabulary, syntax, comprehension, and verbal expression spread over seven proficiency levels • 35 items – students respond to questions about figure drawings • Rest – discriminate between minimal pairs, respond to verbal commands, retell a short story, describe common object, identify main idea from a passage that is read to the student

32. Entry, Reclassification, and Exit Criteria • IDEA Placement Test • 7 Levels of oral proficiency • Uses NEP/LEP/FEP designations

33. Entry, Reclassification, and Exit Criteria • Problems with tests: • Assume children will perform in English when called on to do so • Cultural norms not considered • Often tests require specific answers for the child to receive credit for a response • “barber” example

34. Entry, Reclassification, and Exit Criteria • Given the ways that the tests are scored, some children may be labeled as not proficient either in English or Spanish • Semilinguals • May refuse to play the game • Tests are based on monolingual norms of reference • Qualitative and quantitative differences between bilingual and monolingual children • BOTTOM LINE: Use multiple assessments

35. Entry, Reclassification, and Exit Criteria • Reclassification and Exit Criteria • Reclassification: practice of regularly assessing students to determine continued eligibility • Used primarily in late-exit and maintenance programs • In early-exit or English-only, FEP means exiting program so exit and reclassification is = • Assessments usually occur 1 x yr. in final weeks

36. Entry, Reclassification, and Exit Criteria • Reclassification and Exit Criteria • Cutoff percentile scores differ according to publishers of tests • AZ – 36th • TX 23rd-40th • Lower exit scores, more remediation • At 40th, less than 20% need remediation

37. Entry, Reclassification, and Exit Criteria • Reclassification and Exit Criteria • Other criteria for exiting: • Teacher evaluation of the student’s oral English-language proficiency • Assessment of oral English-language proficiency as measured by state-designated tests (LAS. BSM, IDEA: BINL or SELP) • Assessment of writing ability as measured by teacher-scored writing samples or standardized tests • Assessment of English-language arts • Consultation with parents • Few states assess home language literacy

38. Discussion • Triad Activity: • What assessment tools are being used in your schools? • What issues have you seen in regard to assessment? • What do you see as the role of assessment? • What do you predict will be the next chapter in the history of BE?

39. Importance of Addressing The Needs of English Language Learners • Why address their needs? • SDAIE: Goals • Issues affecting ELLs • Surenos vs. Nortenos

40. Issues Regarding Change • Changes in… • Geography and climate • Rural to urban settings • Size of the living environment and/or economic situation • In the culture of school • Social status or opportunities and goals • Reasons for the changes • Change itself • The language • In the way language is used • Relationships with their parents

41. Issues Related to Culture • Mismatch between cultures • Different Cultural Behaviors • Avoiding eye contact • Different attitudes about cooperation • Fear of making mistakes • Fear of being singled out for individual praise • Different role expectations for boys and girls • High or low motivation to achieve based on gender

42. Issues Related to Learning: High Expectations “When I came Here To the school some of the girls would treat me badly because I was black and they thought that they were better than me. But by luck I found a friend from the First day I felt very alone and didn’t know what to do But later I started getting used to their way of being and Also At school there is a lot of discrimination Because when students Have to do something they let those in the regular class know first and they leave the hispanics last for everything,

43. High Expectations For example in the class they teach us purely childish things and in the regular class they receive class For the grade in which they are and when we want to receive class appropriate to our age the teachers say that we can’t do it and they know that we can’t because they haven’t taught our minds.” -Rosa, 8th grade

44. High Expectations • Triads: What are your expectations? • Do they differ across students? • Based on what characteristics? • How do you communicate those characteristics? • High, yet realistic expectations

45. Learners and Teachers • Important Factors • Personality • Motivation • Age • Schemas • State of Mind

46. Multiple Issues • Challenges you are facing? • Multiple Issues of Language, Culture and Academic Achievement • Good teaching NOT Optional