Legal and Historical Implications of Bilingual Education movement in the early 1900s to develop standards for bilingual education in response to the "Goals 2000: Educate America Act" as well as other laws designed to promote higher expectations in academia for all students ( Abadiano and Turner, 2003). Abadiano and Turner note that English as a second language (ESL) is not among the federally designated content areas for standards development. Federal legislation went so far as to imply that English Language Arts would meet the needs of ELL students and that changes to content standards were intended to help all students. The number of students from diverse cultural and linguistic backgrounds is increasing and in response to this increase and the lack of federal expectations, Teachers of English to Speakers of Other Languages, Inc. (TESOL) has created a task force not only to monitor reform efforts, but also to encourage "professional groups working on content area standards to meet the needs of ELLs." This led to the continued development of standards for English as a second language. The ESL standards for students in grades K-12 were released in 1997” (Abadiano & Turner, 2003). Abadiano and Turner also discuss sheltered teaching and the sheltered teaching observation protocol. It is accepted that sheltered teaching is an effective method of teaching English as a second language, but the problem lies in what are considered effective sheltered lessons. This inability to become aware" led the Center for Research on Education, Diversity and Excellence (CREDE) to onboard...... middle of paper ......parents with options in what concerns the lives of their students. bilingual education. The law does not take into account much of what has been learned about ELL students or about structured instruction or English immersion. Conclusion There are many different ideas about teaching ELL students and the articles above discuss some of the laws and history behind some of these laws and methods. who lead the teaching of ELL students here in the United States. Works Cited Abadiano, RH and Turner, J. (2003). Sheltered education: An empowerment framework for English language learners. Classroom Research, 50-55. Sapiens, A. (1999). Proposition 227: Politicizing Latino schooling in California. Educational Horizons, 168-170. Verma, G., Martin-Hansen, L. and Pepper, JB (2008). Using sheltered instruction to teach English language learners. Scientific scope, 56-59.

Essay / Legal and Historical Implications of Bilingual Education movement in the early 1900s to develop standards for bilingual education in response to the "Goals 2000: Educate America Act" as well as other laws designed to promote higher expectations in academia for all students ( Abadiano and Turner, 2003). Abadiano and Turner note that English as a second language (ESL) is not among the federally designated content areas for standards development. Federal legislation went so far as to imply that English Language Arts would meet the needs of ELL students and that changes to content standards were intended to help all students. The number of students from diverse cultural and linguistic backgrounds is increasing and in response to this increase and the lack of federal expectations, Teachers of English to Speakers of Other Languages, Inc. (TESOL) has created a task force not only to monitor reform efforts, but also to encourage "professional groups working on content area standards to meet the needs of ELLs." This led to the continued development of standards for English as a second language. The ESL standards for students in grades K-12 were released in 1997” (Abadiano & Turner, 2003). Abadiano and Turner also discuss sheltered teaching and the sheltered teaching observation protocol. It is accepted that sheltered teaching is an effective method of teaching English as a second language, but the problem lies in what are considered effective sheltered lessons. This inability to become aware" led the Center for Research on Education, Diversity and Excellence (CREDE) to onboard...... middle of paper ......parents with options in what concerns the lives of their students. bilingual education. The law does not take into account much of what has been learned about ELL students or about structured instruction or English immersion. Conclusion There are many different ideas about teaching ELL students and the articles above discuss some of the laws and history behind some of these laws and methods. who lead the teaching of ELL students here in the United States. Works Cited Abadiano, RH and Turner, J. (2003). Sheltered education: An empowerment framework for English language learners. Classroom Research, 50-55. Sapiens, A. (1999). Proposition 227: Politicizing Latino schooling in California. Educational Horizons, 168-170. Verma, G., Martin-Hansen, L. and Pepper, JB (2008). Using sheltered instruction to teach English language learners. Scientific scope, 56-59.

Navigation

« Prev 1 2 3 4 5 Next »

Get In Touch