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Transcript of Bilingual Education
What is Bilingual Education?
Bilingual Education is an instructional approach to support students learning in a secondary language.
Bilingual Ed / ESL Applied in Schools
Part A of Title III is officially known as the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Section 3102 lists nine purposes of the law. The overarching purpose is to ensure that limited-English-proficient (LEP) students (called English Langauge learners under Texas laws), including immigrant children and youths, attain English proficiency and meet the same challenging academic content and achievement standards that other students are expected to meet.
Districts must use Title III funds to implement language instruction educational programs designed to help ELL students achieve standards. The Texas Education Agency, and schools are accountable for increasing the English proficiency and core academic content knowledge of ELL students
They are funded through Title 3; which is part of the NCLB Act.
Why do we focus on Bilingual Education?
Bilingual Education has been a topic of concern in the United States for over a hundred years.
Because of the rapid population growth in Texas and the United States, society has had an increase in the divesity of cultures that schools attend do.
To better address these changes, state and national curriculum have created various programs with rubrics to adequately meet the needs of society and the new era of students entering our classrooms every August.
Bilingual Education Programs differ: Dual Language, Dual Language Immersion,
How was Bilingual Education Initiated in the U.S?
Lau v. Nichols 1974
The US Supreme Court reaffirmed the 1970 Memorandum regarding denial of access and participation in an educational program due to inability to speak or understand English in a class action suit brought by Chinese speaking students in San Francisco against the school district.
Lau v. Nichols set a milestone for Bilingual education but it did not specify on how the school districts would meet the needs of the ELL students. Not until the Lau Remedies of 1975
The 1975 Lau Remedies
Following the Lau v. Nichols and the expansion of the Title VI resulted in the 1975 Lau Remedies.
Developed to provide Office for Civil Rights (ORC) guidelines for compliance.
The guidelines defined procedures for identifying language minority students and assessing their English language proficiency.
The Lau Remedies encouraged schools to promote and execute a bilingual program when needed.
Castaneda v. Pickard
Class action lawsuit of the Mexican American community against the Raymondville, Texas school district.
Castaneda v. Pickard set the standard for the courts in examining programs for LEP students. Basically districts must have:
1. A pedagogically sound plan for ELL students.
2. Sufficient qualified staff to implement the plan (includes hiring of new staff and training of current staff).
3. A system established to evaluate the program.
Castaneda did not require bilingual education programs to meet these standards. It required only that "appropriate action to overcome language barriers" be taken through well implemented programs.
Due to this case there is now a yardstick to measure the quality of a bilingual programs.
Bilingual Education Act of 1968
This act provided Federal financial assistance and incentives to encourage schools to initiate and implement bilingual education programs.
This act lacked several things:
1. Did not specify standards
2. Did not hold states accountable
3. Did not set structure or rubrics to be met
How does the Bilingual Program function?
LPAC: Language proficiency Assessment Committee.
LPAC's are required to make assessment decisions for our Limited English Proficient Students who are participating in our State Assessments.
LPAC reviews each individual student in accordance to TEA established procedures.
An LPAC committee should consist of these four components
A professional bilingual educator
A general education educator
A parent of an ELL student participating in the designated program by the district
A campus administrator
An LPAC member holds several responsibilities that facilitate our limited proficient students... for example:
Identification : A home language survey is distributed to newly enrolled students, if it indicates that their first language is one other then English LPAC begins with their next responsibility.
Assessment and documentation review: Within 20 days of school, the LPAC will review the students language proficiency and academic status and document it so that they can proceed to the next step.
Placement: Once LPAC has the required information they then place them in either an ESL or mainstream classroom.
Continuation of Placement
Instructional Methodologies: LPAC will then recommend instructional methods and interventions accordingly.
Collaboration: LPAC assures that these students receive all the help they can get by facilitating them with other programs.
Annual Review: LPAC must have a continuous review over their assessment results, intervention, and program appropriateness.
Parental Notification: LPAC must ensure parent notification of the students progress, and collaborate for future improvement.
There are 8 categories of assessments for our ELL students, as follows
Oral language proficiency tests in English ( to be used for identification/entry/exit)
Language Assessment Scales LAS-Links
Stanford English Language Proficiency Test
Woodcock-Munoz Language Survey
Oral language proficiency tests in Spanish ( to be used for identification/placement )
Reading and writing proficiency tests in English (to be used for program placement)
IDEA Early Literacy (English)
Language Assessment Scales Reading and Writing LAS-R/W
Reading and writing proficiency tests in Spanish ( to be used for program placement)
Language Assessment Scales Lectura y Escritura LAS-L/E
Stanford Spanish Language Proficiency Test
TELPAS & Exiting Process
Texas English Language Proficiency Assessment System is used today for monitoring and assessing ELL performance.
TELPAS tests students in grades K-12
There are 4 proficiency test level ratings:
Advanced High level
Student performance will determine continued placement or exiting combined with their STAAR performance & Las Links.
Funkhouser, C. (2001).
Education in Texas; policies, practices, and perspectives
. (9th ed.). Upper Saddle River, NJ: Prentice Hall.
Gracia, L. (2014, 1 24). Interview by F. Hernandez . Bilingual esl interview.
Pankake, A., & Littleton, M. (2012).
The administration and supervision of special programs in education
. (3rd ed.). Kendall Hunt.
Sadker, D., & Sadker, M. (2006).
Teachers, schools and society
. (7th ed.). New York, NY: McGraw Hill.
For an ESL Student to Exit out of the Program:
Place Advanced High on TELPAS
Pass STAAR Reading Exam
Score a 4-5/5 on LAS LINKS
The LPAC Committee will review all documentation, meet with the parent, and confirm that the student has met all requirements to exit the ESL program.