History of ESL Programs in Texas

Question 1

1964: Title VI of the Civil Rights Act is created,

Answer 1

providing equal educational opportunities and causing a major change in the perceptions of minorities. At this time, institutionally segregated schooling ends.

Question 2

1967: The Texas Education Agency (TEA) creates

Answer 2

accreditation measures allowing schools to offer instructional programs in two languages

Question 3

1968:

Answer 3

The Bilingual Education Act, Title VII of the Elementary and Secondary Education Act (1965) passes.

Question 4

1970: The Office for Civil Rights issued a memorandum to all schools to offer

Answer 4

adequate support in the instruction of English minority students. Districts with more than 5% ELLs are obliged to provide equal educational opportunities, although temporary grouping of special language students is allowed

Question 5

1973: Texas enacts the Bilingual Education and Training Act stating that

Answer 5

public schools enrolling 20 or more ELLs in a given grade level must provide native language instruction to facilitate transfer to the mainstream classrooms; ESL teaching is required to develop English literacy skills.

Question 6

1974: Lau vs. Nichols

Answer 6

assures the survival of bilingual programs

Question 7

1975: Lau Remedies,

Answer 7

guidelines for planning appropriate bilingual/ESL education, are introduced

Question 8

1981: Castaneda vs. Pickard

Answer 8

establishes a three-part assessment for bilingual programs. The criteria being that the bilingual education program must be based on sound educational theory, be implemented effectively with appropriate resources, and must be proven effective.

Question 9

2001; No Child Left Behind Act (NCLB) requires

Answer 9

That all ELLs receive quality instruction for learning both English and grade-level academic content, paving the way for English-only education.

Question 10

BIlingual schools and native language supplemental saturday schools have exited

Answer 10

throughout time

Question 11

Wartime caused

Answer 11

alienation and resistance to groups of people who used their native languages.

Question 12

In 1968, the BIlingual Education act was passed under LBJ, yet

Answer 12

not all states have welcomed this manner of education students, preferring to use English as a Second Language approaches.

Question 13

There are different types of subgroups declared for reporting at the state level and at the federal level. The ELL group is in

Answer 13

the federal accountability system under the No Child Left Behind Act. Yearly progress in English proficiency is expected along with achievement in the subject areas of reading and mathematics.

Question 14

Advocacy is part of the bilingual teacher’s

Answer 14

reality. The law does allow parents to deny placement of their children in bilingual program.

Question 15

Why might a parent deny placement in bilingual program

Answer 15

because of a negative exprience in school, perhaps when using the native language. Now they do not wan their child to go through the same experience.

Question 16

Teachers have an obligation to inform parents of

Answer 16

current practices in school that do not penalize students for speaking their first language and the benefits of the program, and ensure that they are making a sound decision regarding the education and future of the children based on facts rather than impressions or current politics.

Question 17

The short-term gain in

Answer 17

Conversational English does not suffice for success in academic settings in English.

Question 18

Lau vs. Nichols (1974)

Answer 18

cornerstone for providing equitable access to education (not equal treatment) to ELLs whose home language is something other than English. Terminology has moved form “Limited English Proficient” to English Language Learners (ELLs) however, this latter designation is still considered insufficient by many bilingual educators since it does not place value on bilingualism as a goal or asset.

Question 19

Casteneda vs Pickard (1981)

Answer 19

set in place more specific guidelines by which to determine whether a particular school district was meeting requirements for ELLs. The school district of Raymondville, Texas, was charged with violating the civil rights of ELLs under the Equal Education Opportunities Act (1974)

Question 20

In response to Casteneda vs pickard

Answer 20

a three-step test was established for determining whether school districts were taking “appropriate action” for assessing programs serving language minority students

1. program must be anchored in sound theory
2. adequate resources and personnel must be evident in the school program
3. the school program must reflect sound practices and results, not only in language but also in content areas such as math, science, social studies, and language arts.

Question 21

Plyler vs Doe (1982)

Answer 21

denying funding or charging for undocumented immigrant children’s education is illegal.

Question 22

Serna v. Portales (1974)

Answer 22

schools must provide a bilingual curriculum to accommodate ELLs

Question 23

Rios vs. Reed (1978)

Answer 23

bilingual program needs to actually be bilingual, not essentially English-only.

Question 24

Bilingual education is mandated

Answer 24

only for the elementary grades in Texas. Middle school and high schools have bilingual education, but all that is required by law is ESL. Few districts offer dual language in middle schools and even fewer that have dual language in high school grades.

Question 25

Texas state law calls for bilingual education to be offered in a district when ther are

Answer 25

20 or more speakers of a language at a grade level.

Question 26

ESL program is

Answer 26

subtractive since it does not use the L1 at all.

Question 27

Early exit bilingual programs are

Answer 27

less effective than late-transition ones and are also considered subtractive since the children will most likely lose the use of their native language by grade 2.

Question 28

In the US preference for

Answer 28

assimilation and one national official language has been a barrier to valuing bilingualism.

Question 29

a child’s first buidling block

Answer 29

bringing what he knows from home. Teacher must accelerate learning at all costs, preferably through tapping into the student’s knowledge and areas of interest.

Question 30

Teacher needs to appeal to emotions to

Answer 30

help keep their guard dows so that they can learn. This is referred to as the affective filter.

Question 31

Teachers can form small groups for instruction and may use the materials in both languages to discuss

Answer 31

Transfer of knowledge from the first language to the second.

Question 32

Dual language by content area

Answer 32

langauge of instrucition separated by subject ares. Fidelity to the program calls for the teacher to use only the designated language of instruction for the specified content.

Question 33

Benefit of dual lanugage program model

Answer 33

students from different language backgrounds interact and learn from one another.

Question 34

When instruction is given in English, the teacher rmust

Answer 34

have materials that scaffold the leanring fo the students so that the language is comprehensible to students, or the teacher will have to use strategies that provide multiple points of access.

Question 35

By having state adopted and supplmental materials in two languages,

Answer 35

bilingual teachers can collaboratively plan with their grade level teams for units of instruction.