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Our States’ Laws and Districts’ Decisions Do Not Match the Research or Reality.

 

After reading many, many academic articles, any district with a high percentage of ELLs (English Language Learners) should include bilingual education. Below are links to just two articles written in the last week regarding this issue. The evidence cannot be argued. It is not only about keeping their native language but also their cultural identity. It is also shown to increase their English Language proficiencies as well. So why is it not a priority or even part of a serious conversation in especially urban districts where a higher percentage of ELLs attend?

7 More CPS Schools to Add Dual Language Programs by Stephanie Lulay states, “Expanding dual language programming will provide more students with the opportunity to enhance their language skills, develop their cultural literacy, and build the needed skills to pursue their dreams.”

https://www.dnainfo.com/chicago/20170531/pilsen/7-more-cps-schools-add-dual-language-programs

In English Learners: A Jumble of Strategies has Distressing Results by Jacqueline Rabe Thomas shares the experience of Enrique Sepúlveda, an associate professor of education at the University of Saint Joseph, while enrolling his bilingual daughter in an urban district. This same district has more ELLs struggling to make gains in English than any other in the state. “Our state’s thinking is ‘forget your native language and learn English – yesterday,” he said during an interview. “That ideology is not what’s best for the kids.”

He concluded that students whose native culture is valued at school are more likely to be better learners. Students’ native language cannot just be acknowledged but needs to be put at the forefront of their education right alongside their English Language instruction.

https://ctmirror.org/2017/05/30/english-learners-a-jumble-of-strategies-produces-distressing-results/

 

 

Our states’ laws and districts’ decisions do not match the research.

State Laws/District Decisions
Research/Reality
Only a small handful students are in a Dual Language Programs
Research shows the Dual Language Programs best foster English proficiency and academic achievement for English learners
State law requires the state education department to “assist and encourage local and regional boards of education” to implement dual-language instruction
There are very few checks and balances
ELLS are expected by state law to transition to English for “more than half of the instructional time” by the end of the year.
Research does not support that an ELL will become proficient in a year’s time. It takes at least five years. So to pull an ELLs support by 50% in the first year makes no sense!
The district’s ESL strategies and programs are good enough.
The achievement gap between ELLs and their peers are at an all-time low.
ELLs are given extra money through Title III
The districts with the highest percentage of ELLs are in the most economically disadvantaged and underperforming schools with resources stretched thin.

 

Bilingual education seems to be one simple step to more effectively educate our ELLs. So why not try? Maybe I am a just a simple teacher with a simple idea.

Comments

  1. UnknownJune 4, 2017 at 4:23 AM

    Michelle thank you for sharing your findings through google alerts. I can tell from your summaries that these articles must have been interesting and have a great deal of information. I believe that each school district should have a bilingual program and classrooms in which ELL's can be enrolled and benefit from. I believe these types of classrooms increase the students ability to excel as they build and transfer knowledge they already have within their primary languages to English. I think that it is an ideal learning experience for students to be provided, as it is the most appropriate way to acquire a second language while building on prior knowledge.

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