Issues in the Education of English Language Learners

Issues in the Education of English Language Learners

Education 388

Lecture 1

January 10, 2007

Kenji Hakuta, Professor

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UC MercedConvocation 2005

Merced

Source: Annette Holmes, UCOP

Tidal Wave II

2004 Inaugural Students

• Freshmen: 706

• Juniors: 131

• Senior 1

• Graduate Students 38

• Total 876

Undergraduate Characteristics

• 79% qualify for financial aid

• 30% from the Central Valley

• 47% first in family to go to college

• SAT Score: 1140

• GPA: 3.6

Undergraduate Characteristics

Ethnicity

• African-American: 6%• Asian/Pacific Islander: 37%• Hispanic/Latino: 25%• Native American: 1%• White 25%

Academic Preparation(2004 Freshmen)

• Writing 1: 432 (61%)

• Writing 10: 200 (28%)

• No writing: 74 (10%)

• Math 5: 346 (71%)

• Math 21+ 140 (29%)

The BeginningFirst Grade, 1994

Not Avail

Native American

Asian

Filipino

Latino

African American

White

UC Freshmen(2005)

N=26,885

N/A

Native American

Asian

Filipino

Latino

African American

White

Community College Matriculations(2005)

N/A

Native American

Asian

Filipino

Latino

African American

White

The BeginningFirst Grade, 1994

Not Avail

Native American

Asian

Filipino

Latino

African American

White

The Pipeline toward a 4-year degree

00.10.20.30.40.50.60.70.80.9

1

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CAHSEE/Eng

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CSU Fre

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UC Elig

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UC Fre

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Native American

Asian

Filipino

Latino

African American

White

Required "A-G" Courses• a l History/Social Science – 2 years required

Two years of history/social science, including one year of world history, cultures and geography; and one year of U.S. history or one-half year of U.S. history and one-half year of civics or American government.

• b l English – 4 years requiredFour years of college-preparatory English that include frequent and regular writing, and reading of classic and modern literature. No more than one year of ESL-type courses can be used to meet this requirement.

• c l Mathematics – 3 years required, 4 years recommendedThree years of college-preparatory mathematics that include the topics covered in elementary and advanced algebra and two- and three-dimensional geometry. Approved integrated math courses may be used to fulfill part or all of this requirement, as may math courses taken in the seventh and eighth grades that your high school accepts as equivalent to its own math courses.

• d l Laboratory Science – 2 years required, 3 years recommendedTwo years of laboratory science providing fundamental knowledge in two of these three foundational subjects: biology, chemistry and physics. Advanced laboratory science classes that have biology, chemistry or physics as prerequisites and offer substantial additional material may be used to fulfill this requirement. The final two years of an approved three-year integrated science program may be used to fulfill this requirement.

• e l Language Other than English – 2 years required, 3 years recommendedTwo years of the same language other than English. Courses should emphasize speaking and understanding, and include instruction in grammar, vocabulary, reading, composition and culture. Courses in languages other than English taken in the seventh and eighth grades may be used to fulfill part of this requirement if your high school accepts them as equivalent to its own courses.

• f l Visual and Performing Arts (VPA) – 1 year requiredA single yearlong approved arts course from a single VPA discipline: dance, drama/theater, music or visual art.

• g l College Preparatory Electives – 1 year requiredOne year (two semesters), in addition to those required in "a-f" above, chosen from the following areas: visual and performing arts (non-introductory level courses), history, social science, English, advanced mathematics, laboratory science and language other than English (a third year in the language used for the "e" requirement or two years of another language).

http://www.universityofcalifornia.edu/admissions/undergrad_adm/paths_to_adm/freshman/subject_reqs.html

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CREDIT: United Press International. "The Rev. Dr. Martin Luther King addresses gathering of followers after their aborted march yesterday in Selma, Ala." 1965. New York World-Telegram & Sun Collection, Prints and Photographs Division, Library of Congress.

History and Society

“These immigrants are beaten men from beaten races, representing the worst failures in the struggle for existence…. Europe is allowing its slums and its most stagnant reservoirs of degraded peasantry to be drained off upon our soil.”

-- Francis A. Walker, President of M.I.T.

“There can be no doubt that the child reared in a bilingual environment is handicapped in his language growth. One can debate the issue as to whether speech facility in two languages is worth the consequent retardation in the language of the realm.”

-George Thompson (1952)

Werner Leopold

English Learners / Limited English Proficient Students

English Language Learner is…

• A student who is from a home language background other than English;

English Language Learner is…

• A student who is from a home language background other than English;

• Whose proficiency in English is undeveloped for reasons other than disabilities; and

English Language Learner is…

• A student who is from a home language background other than English;

• Whose proficiency in English is undeveloped for reasons other than disabilities; and

• Whose English literacy skills (academic English) are low even if they may have conversational skills.

K-12 EducationProfile of California English Language Learners

(2006)

Number of Students

0

100000

200000

300000

400000

500000

600000

2    3    4    5    6    7    8    9    10    11   

Grade

RFEP

EL

EO

RFEP+EL

Estimated cumulative redesignation rates (2005), unadjusted for recent arrivals

0.00

0.10

0.20

0.30

0.40

0.50

0.60

2    3    4    5    6    7    8    9    10    11   

Grade

RF

EP

/(R

FE

P+

EL

)

Percent RFEP

Percent RFEP >12mos

California English Language Arts Standards Test (2006)Proficient or Advanced

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

1 2 3 4 5 6 7 8 9 10

Grade

Per

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Function wordsCommon content words

Academic wordsDisciplinary words

ELL Policy Background

Federal

• Civil Rights Act (1964)• Title VII of ESEA (1968)• Lau v. Nichols (1974)• Castañeda v. Pickard

(1981)• Title VII “cap attack”

(1985)• NCLB (2002)

California

• AB 2284 (1972)• AB 1329 – Chacon-

Moscone (1976)• Proposition 63 (1986)• AB 1329 Sunset (1987)• Alpert-Firestone revival

attempt (1996)• Proposition 227 (1998)• ELA/ELD Standards

(1999 onward)

ELL Policy Background

Federal

• Civil Rights Act (1964)• Title VII of ESEA (1968)• Lau v. Nichols (1974)• Castañeda v. Pickard

(1981)• Title VII “cap attack”

(1985)• NCLB (2002)

California

• AB 2284 (1972)• AB 1329 – Chacon-

Moscone (1976)• Proposition 63 (1986)• AB 1329 Sunset (1987)• Alpert-Firestone revival

attempt (1996)• Proposition 227 (1998)• ELA/ELD Standards

(1999 onward)

Foot in the door

ELL Policy Background

Federal

• Civil Rights Act (1964)• Title VII of ESEA (1968)• Lau v. Nichols (1974)• Castañeda v. Pickard

(1981)• Title VII “cap attack”

(1985)• NCLB (2002)

California

• AB 2284 (1972)• AB 1329 – Chacon-

Moscone (1976)• Proposition 63 (1986)• AB 1329 Sunset (1987)• Alpert-Firestone revival

attempt (1996)• Proposition 227 (1998)• ELA/ELD Standards

(1999 onward)

What to do

ELL Policy Background

Federal

• Civil Rights Act (1964)• Title VII of ESEA (1968)• Lau v. Nichols (1974)• Castañeda v. Pickard

(1981)• Title VII “cap attack”

(1985)• NCLB (2002)

California

• AB 2284 (1972)• AB 1329 – Chacon-

Moscone (1976)• Proposition 63 (1986)• AB 1329 Sunset (1987)• Alpert-Firestone revival

attempt (1996)• Proposition 227 (1998)• ELA/ELD Standards

(1999 onward)

Equal accountability

ELL Policy Background

Federal

• Civil Rights Act (1964)• Title VII of ESEA (1968)• Lau v. Nichols (1974)• Castañeda v. Pickard

(1981)• Title VII “cap attack”

(1985)• NCLB (2002)

California

• AB 2284 (1972)• AB 1329 – Chacon-

Moscone (1976)• Proposition 63 (1986)• AB 1329 Sunset (1987)• Alpert-Firestone revival

attempt (1996)• Proposition 227 (1998)• ELA/ELD Standards

(1999 onward)

Foot in the door

Source: Historical Photograph Collection of San Francisco Public Library's San Francisco History Center.

1974Lau v. Nichols

Civil Rights Act of 1964

Source: Historical Photograph Collection of San Francisco Public Library's San Francisco History Center.

1974Lau v. Nichols

There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.

U. S. Supreme CourtLau v. Nichols 1974

Lau v. Nichols

Basic English skills are at the very core of what these public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education. We know that those who do not understand English are certain to find their classroom experiences wholly incomprehensible and in no way meaningful.

No specific remedy is urged upon us. Teaching English to students of Chinese ancestry who do not speak the language is one choice. Giving instructions to this group in Chinese is another. There may be others. Petitioners ask only that the Board of Education be directed to apply its expertise to the problem and rectify the situation.

Lau Remedies (1975)

“Because an ESL program does not consider the affective or cognitive development of students [in the elementary and intermediate grades], an ESL program is not appropriate.”

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Castaneda v. Pickard (1981)

Fifth Circuit Court of Appeals • (1) Whether the school system is pursuing a program

informed by an educational theory recognized as sound by some experts in the field, or, at least, deemed a legitimate experimental strategy.

• (2) Whether the programs and practices actually used by the school system are reasonably calculated to implement effectively the educational theory adopted by the school.

• (3) Whether the school's program succeeds, after a legitimate trial, to produce results indicating that the language barriers confronting students are actually being overcome.

648 F.2d 989; 1981 U.S.

Castaneda v. Pickard (1981)

Fifth Circuit Court of Appeals • (1) Whether the school system is pursuing a program

informed by an educational theory recognized as sound by some experts in the field, or, at least, deemed a legitimate experimental strategy.

• (2) Whether the programs and practices actually used by the school system are reasonably calculated to implement effectively the educational theory adopted by the school.

• (3) Whether the school's program succeeds, after a legitimate trial, to produce results indicating that the language barriers confronting students are actually being overcome.

648 F.2d 989; 1981 U.S.

Castaneda v. Pickard (1981)

Fifth Circuit Court of Appeals • (1) Whether the school system is pursuing a program

informed by an educational theory recognized as sound by some experts in the field, or, at least, deemed a legitimate experimental strategy.

• (2) Whether the programs and practices actually used by the school system are reasonably calculated to implement effectively the educational theory adopted by the school.

• (3) Whether the school's program succeeds, after a legitimate trial, to produce results indicating that the language barriers confronting students are actually being overcome.

648 F.2d 989; 1981 U.S.

Sound theory

ImplementationResults

examine

evaluate

reform

revise

ELL Policy Background

Federal

• Civil Rights Act (1964)• Title VII of ESEA (1968)• Lau v. Nichols (1974)• Castañeda v. Pickard

(1981)• Title VII “cap attack”

(1985)• NCLB (2002)

California

• AB 2284 (1972)• AB 1329 – Chacon-

Moscone (1976)• Proposition 63 (1986)• AB 1329 Sunset (1987)• Alpert-Firestone revival

attempt (1996)• Proposition 227 (1998)• ELA/ELD Standards

(1999 onward)

What to do

Reading Comprehension

0 1 2 3 4 5 6GRADE

3

4

5

6

7

8

9

10

11

12

Age

Eq

uiv

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nt S

core

English-OnlyBilingual

Program

0 1 2 3 4 5 63

6

9

12

Figure 6

English oral proficiency, reading and writing development andredesignationprobability from LEP to FEP as a function of grade level. District A.

0 1 2 3 4 5 6 7GRADE

0.0

0.1

0.2

0.3

0.4

0.5

0.6

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0.8

0.9

1.0

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Oral EnglishReadingWritingRedesignation

Measure

Figure 2

ELL Policy Background

Federal

• Civil Rights Act (1964)• Title VII of ESEA (1968)• Lau v. Nichols (1974)• Castañeda v. Pickard

(1981)• Title VII “cap attack”

(1985)• NCLB (2002)

California

• AB 2284 (1972)• AB 1329 – Chacon-

Moscone (1976)• Proposition 63 (1986)• AB 1329 Sunset (1987)• Alpert-Firestone revival

attempt (1996)• Proposition 227 (1998)• ELA/ELD Standards

(1999 onward)

Equal accountability

http://www.cde.ca.gov/ta/ac/ay/documents/infoguide06.pdf

http://www.coursecrafters.com/ELL-Outlook/2006/sep_oct/ELLOutlookITIArticle1.htm

The Bilingual Debate

The Bilingual DebateBilingual

1. Values: two is better than one.2. English does not need to

compromise immigrant languages.

3. English learning takes time; kids can’t spend all their time learning English, they won’t learn math or other subjects.

4. Bilingual education is practical and cost-effective; English-Only only addresses short-term gains in English.

5. Politicians need to take leadership on linguistic diversity.

English-Only1. Values: immigrants need

strong message2. Native language impedes

effective English learning.3. Get English learning over with

quickly; other subjects can be learned later.

4. English-Only is practical, and bilingual teachers are hard to find; implementation of bilingual education is difficult.

5. The people support English-only; politicians need to follow.

The Bilingual DebateBilingual

1. Values: two is better than one.2. English does not need to

compromise immigrant languages.

3. English learning takes time; kids can’t spend all their time learning English, they won’t learn math or other subjects.

4. Bilingual education is practical and cost-effective; English-Only only addresses short-term gains in English.

5. Politicians need to take leadership on linguistic diversity.

English-Only1. Values: immigrants need

strong message2. Native language impedes

effective English learning.3. Get English learning over with

quickly; other subjects can be learned later.

4. English-Only is practical, and bilingual teachers are hard to find; implementation of bilingual education is difficult.

5. The people support English-only; politicians need to follow.

The Bilingual DebateBilingual

1. Values: two is better than one.2. English does not need to

compromise immigrant languages.

3. English learning takes time; kids can’t spend all their time learning English, they won’t learn math or other subjects.

4. Bilingual education is practical and cost-effective; English-Only only addresses short-term gains in English.

5. Politicians need to take leadership on linguistic diversity.

English-Only1. Values: immigrants need

strong message2. Native language impedes

effective English learning.3. Get English learning over with

quickly; other subjects can be learned later.

4. English-Only is practical, and bilingual teachers are hard to find; implementation of bilingual education is difficult.

5. The people support English-only; politicians need to follow.

The Bilingual DebateBilingual

1. Values: two is better than one.2. English does not need to

compromise immigrant languages.

3. English learning takes time; kids can’t spend all their time learning English, they won’t learn math or other subjects.

4. Bilingual education is practical and cost-effective; English-Only only addresses short-term gains in English.

5. Politicians need to take leadership on linguistic diversity.

English-Only1. Values: immigrants need

strong message2. Native language impedes

effective English learning.3. Get English learning over with

quickly; other subjects can be learned later.

4. English-Only is practical, and bilingual teachers are hard to find; implementation of bilingual education is difficult.

5. The people support English-only; politicians need to follow.

The Bilingual DebateBilingual

1. Values: two is better than one.2. English does not need to

compromise immigrant languages.

3. English learning takes time; kids can’t spend all their time learning English, they won’t learn math or other subjects.

4. Bilingual education is practical and cost-effective; English-Only only addresses short-term gains in English.

5. Politicians need to take leadership on linguistic diversity.

English-Only1. Values: immigrants need

strong message2. Native language impedes

effective English learning.3. Get English learning over with

quickly; other subjects can be learned later.

4. English-Only is practical, and bilingual teachers are hard to find; implementation of bilingual education is difficult.

5. The people support English-only; politicians need to follow.

The Pipeline toward a 4-year degree

00.10.20.30.40.50.60.70.80.9

1

Readin

g Pro

ficien

t +

Mat

h Pro

ficien

t +

CAHSEE/Eng

lish

A-G R

equir

emen

ts

CSU Elig

ible

CSU Fre

shm

en

UC Elig

ible

UC Fre

shm

en

Native American

Asian

Filipino

Latino

African American

White

isthe

fromwith

consistidentifyanalyzeimply

diagonalsalinity

verbmonarchy

boxwalkplaceflower

Function wordsCommon content words

Academic wordsDisciplinary words