TEACHING NOTES ALONG with POWERPOINT

Bilingual education in the US

 dates back as far as the first settlers in Native America as far back as 1664.
 In 1839, some states began to adopt bilingual education laws that authorized instruction
in languages other than English.

Sink or Swim
 1920 - 1960
 English immersion or "sink-or-swim" policies are the dominant methods of instruction of
language minority students.
 Few or no remedial services are available, and students are generally held at the same
grade level until enough English is mastered to advance in subject areas.

Meyer v. Nebraska
 1923
 The Supreme court strikes down laws that restrict the teaching of foreign languages.
 A step backward
 
English As A Second Language Developed
 1930 - 1939
 ESL
 a methodology developed in the 1930s to meet the needs of foreign diplomats and
university students
 now prescribed for language-minority children.
 
Brown v. Board of Education
 1954 
 The Supreme Court ruled that school segregation based on race was unconstitutional. 
 Although it did not specifically mention Hispanics or other ethnic minorities, the ruling
stated that it also applied to others similarly situated.
o language, or ELL students

 TESOL- Teachers of English to Speakers of Other Languages

 1966
 professional organization
 established in response to the increased demand for ESL material and methodologies due
to the influx of immigrants, refugees, and international students to the US.

Bilingual Act 
 Under Title VII of the Elementary and Secondary Education Act
 1968
 Passed by Congress 
 This represented the first national acknowledgment of the special educational needs of
non/limited-English speaking children. 
Elementary and Secondary Education Act (ESEA)
 1984
 ESEA funded the majority of programs
 They were re-organized into two divisions. 
 Title I and Title II
o Title I provide money for disadvantaged students, as well as migrant education
programs. 
o Title II provides block grants to the states under such laws as the "Ethnic Heritage
Act" and the "Emergency School Aid Act."
o Funding for Limited English Proficient (LEP) students (another term for ELL)
comes from all of these programs to varying degrees.

Title VII
 1994
 Comprehensive educational reforms entail the reconfiguration of Title VII programs.
 New provisions reinforce professional development programs, 
 increase attention to language maintenance and foreign language instruction, 
 improve research and evaluation at the state and local level,
 supply additional funds for immigrant education, 
 allow the participation of some private school students. 

No Child Left Behind Act

 2001 - present
 No Child Left Behind Act of 2001 (NCLB)
 The reauthorization of the Elementary and Secondary Education Act of 1965 
 It appropriates funds to states to improve the education of limited English proficient
students by assisting them in learning English and meet challenging state academic
content and student academic achievement standards.
 Legislation for little English proficient students is found under Title III of NCLB.

The Office for Civil Rights (OCR) 

 is responsible for enforcing Title VI of the Civil Rights Act of 1964, 
o which prohibits discrimination based on race, color, or national origin.
 OCR does not require or advocate a particular program of instruction for ELL students
 nothing in federal law requires one form of instruction over another
 Under federal law, programs to educate children with limited proficiency in English must
be: 
o (1) based on a sound educational theory; 
o (2) adequately supported so that the program has a realistic chance of success;
and 
o (3) periodically evaluated and revised, if necessary.