Reflective Evaluation
English language learners have been the talk for many years. They are coming to America each and every day. Most of them speak different languages as Spanish, French, and some already speak English. It has been debated and voted on in five voter driven states. The states are Arizona, California, Colorado, Massachusetts, and Oregon. The voters have been asked to make decisions about the education of the English language learners (Mora, 2009). But only three states, California (1998), Massachusetts (2002), and Arizona (2000) passed the laws for English-only learners to be put in programs, and Colorado (2002) and Oregon (2008) rejected the initiatives of the ballot (Mora, 2009). The voters were in English only groups that were against having bilingual education for the students’ (Mora, 2009). The teachers were having a hard time in learning how to teach the English language learners. But in the 1960s, the federal and state governments have created new laws and policies that give the English language students’ the rights to a meaningful and equitable education (Mora, 2009). The government also provided funds and guidelines for a transitional bilingual education program for the English language learners to help them to become educated (Mora, 2009). In the Lau v. Nichols (1974), the courts decided to take affirmative steps to protect the civil rights of the English language learners in the school districts (Mora, 2009). Because the districts were not providing them with the right programs to teach them the English that they needed to learn.
On the other hand, most schools in the United States use English for their content area instructions. They also use a mixture of sound programs that meets the needs of the English language learners who have demographic and linguistic characteristics (Mora, 2009). The bilingual programs are effective and appropriate for schools that serve students who speak a native language. Teachers must be prepared to use curricular material and a
On the other hand, most schools in the United States use English for their content area instructions. They also use a mixture of sound programs that meets the needs of the English language learners who have demographic and linguistic characteristics (Mora, 2009). The bilingual programs are effective and appropriate for schools that serve students who speak a native language. Teachers must be prepared to use curricular material and a
References: English Language Learners. (2004). Education Week. Retrieved March 17, 2012 from www.edweek.org/ew/issues/english-language-learners/ Hooks, Jennifer, (2010).Challenges and Realities for English Language Learners. Retrieved March 17, 2012 from http://jennifer-hooks.suite101.com/challenges-and-realities-for-english-language-learners- a232632 Mora, Jill Kerper. (2009). Supporting English Language Learners. From the Ballot Box to the Classroom. 66(7), 14-19. Retrieved March 17, 2012, from http://www.ascd.org/publications/educational-leadership/apr09/vol66/num07/From-the-Ballot-Box-to-the-Classroom.aspx