Domain 3 - Foundations of ESL Flashcards
Competency 008
The ESL teacher understands the foundations of ESL education and types of ESL programs.
Transitional Early Exit Bilingual Education Program
A bilingual program model in which students identified as English learners are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than two or later than five years after the student enrolls in school.
Transitional Late Exit Bilingual Education Program
A bilingual program model in which students identified as English learners are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.
English as a Second Language Program (ESL)
K-12 program that ensures students who are identified as limited English proficient (LEP) receive the assistance needed to reach high levels of English proficiency so that they can successfully access and benefit from the total school program. ESL is a program of techniques, methodology and special curriculum designed to teach English reading, writing, listening, and speaking skills to LEP students also referred to as English learners (ELs). ESL instruction is in English with little use of the students’ native languages. In addition, academic content is integrated into ESL instruction to assist ELs in developing content, cognitive, and study skills as they develop their English language skills.
No Child Left Behind
2001 — No Child Left Behind Act of 2001 (NCLB): The reauthorization of the Elementary and Secondary Education Act of 1965 appropriates funds to states to improve the education of limited English proficient students by assisting children to learn English and meet challenging state academic content and student academic achievement standards. Legislation for limited English proficient students is found under Title III of NCLB.
1974 — Lau v. Nichols
This suit by Chinese parents in San Francisco leads to the ruling that identical education does not constitute equal education under Title VI of the Civil Rights Act of 1964. School districts must take affirmative steps to overcome educational barriers faced by non-English speakers. This ruling established that the Office for Civil Rights, under the former Department of Health, Education, and Welfare, has the authority to establish regulations for Title VI enforcement.
1981 — Castañeda v. Pickard
Reputed to be the most significant court decision affecting language minority students after Lau. In responding to the plaintiffs’ claim that Raymondville, Texas Independent School District’s language remediation programs violated the Equal Educational Opportunities Act (EEOA) of 1974, the Fifth Circuit Court of Appeals formulated a set of basic standards to determine school district compliance with EEOA.
The “Castañeda test” includes the following criteria:
Theory: The school must pursue a program based on an educational theory recognized as sound or, at least, as a legitimate experimental strategy
Practice: The school must actually implement the program with instructional practices, resources, and personnel necessary to transfer theory to reality
Results: The school must not persist in a program that fails to produce results.
Every Student Succeeds Act (ESSA)
Advances equity by upholding critical protections for America’s disadvantaged and high-need students.
Requires—for the first time—that all students in America be taught to high academic standards that will prepare them to succeed in college and careers.
Ensures that vital information is provided to educators, families, students, and communities through annual statewide assessments that measure students’ progress toward those high standards.
Helps to support and grow local innovations—including evidence-based and place-based interventions developed by local leaders and educators—consistent with our Investing in Innovation and Promise Neighborhoods
Sustains and expands this administration’s historic investments in increasing access to high-quality preschool.
Maintains an expectation that there will be accountability and action to effect positive change in our lowest-performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time.
Brown v. Board of Education
Declared separate schools inherently unequal
Plessy v. Ferguson of 1896
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Civil Rights of 1964
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Program Models - Self-contained
Students are taught the same curriculum as other classrooms in their grade level, but it is presented differently, with an emphasis on proven ESL methods, including previewing, building background, vocabulary building, lots of visuals and hands on activities, making connections, and making sure to provide lots of opportunities for speaking and listening, not just reading and writing.
Program Models - Pull Out
Students spend part of the school day in a mainstream classroom, but are pulled out for a portion of each day to receive instruction in English as a second language.
Program Models - Dual Language
About half of the students are native English speakers; half are English learners who speak the same native tongue. Both groups of students receive instruction in both languages, with the goal of helping all students develop academic proficiency in both languages. This program is often offered as a magnet school option.
Program Models - Immersion
Students (often from several different language backgrounds) are clustered by English proficiency level(s) and provided with instruction in English that is modified so that subject matter is more comprehensible to students with limited vocabularies. Typically, there is little or no native-language support.
