Lesson 1 EDU 240
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School
Rio Salado Community College *
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Course
240, 242,
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
2
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Lesson 1 Participation Assignment (25 points)
Answer each of the following questions in short-answer format (four to six sentences).
1.
How have legal cases impacted the policies and laws governing language instruction? (i.e., Lau vs. Nichols, Castaneda vs. Pickard, Flores vs. Arizona, Plyer vs. Doe)
Leegal cases have impacted the policies and laws governing language instruction in many important ways. Lau vs. led to the Equal Educational Opportunity Act to extend the Lau decision to all schools and stated that "No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex, or national origin, by the failure of an educational agency to take appropriate action to overcome language barriers that impeded equal participation by its students in its instructional programs". In the legal case of Castenda vs. Pickard, a major outcome was a three-
pronged test to determine whether schools are taking "appropriate action" to address the needs of ELLs as required by the EEOA. It mandates that programs for language-
minority students must be based on sound educational theory, implemented effectively with sufficient resources and personnel, and are evaluated to determine whether they are effective. The case Flores vs. AZ focused on adequate funding and resources for Els and also included additional training for teachers. As of 2018, teachers in a Teacher preparation Programs must complete coursework that includes language and literacy development. 2.
What impact do federal laws and requirements have on accountability, assessment, funding, and identification in EL education in AZ? (i.e., ESSA, Title III, Title VI, Office for Civil Rights/Department of Justice Resolutions)
Federal laws and requirements impact accountability, assessment, funding, and identification of EL students in Arizona in serval ways. Title III Federal grant funds are administered by the AZDE to “eligible entities” to ensure that English learners attain English proficiency and develop high levels of academic achievement in English. It also helps to provide effective professional development activities for staff responsible for providing instruction and to promote parent, family, and community participation. Title IV requires ADE to raise its English proficiency criteria to properly identify EL students in
grades 3-12 to properly determine when students no longer need language supports. It also states that students who opt out of services still have their English proficiency assessed every year until they meet proficiency standards. The Office for Civil Rights/Department of Justice Resolutions initiated a complaint investigation into ADE’s compliance with EL identification based on the home language survey that ultimately failed to timely identify and serve EL students. This has led to the reinstating of the three-question survey to better identify new and previous EL students to ensure they are offered the services they are entitled to under the Federal civil rights laws. 3.
How have state laws and policies impacted language acquisition methodology, student grouping, and the time frame to achieve language proficiency? (i.e., Prop 203, House Bill 2010, House Bill 2064, SB1014 and MOWR)
State Laws and policies have impacted language acquisition in many ways. Proposition 203 that passed in November of 2000 made English the official language of instruction
and dismantled bilingual education, and it also conflicted the federal mandates Flores Consent Decree. House Bill 2010 was based on the results of Flores v. State of Arizona in which it was alleged that the state failed to provide programs that would help EL students (limited English proficient) become proficient in speaking, understanding, reading, and writing English. This bill increases the ELL per-pupil finding to $320 and provided an additional $50 million for new ELL-related programs. House Bill 2064 revises the process for assessment, classification, reassessment, and monitoring of students with a primary home language other than English. It also established the English Language Learners Task Force and requires school districts and charter schools to adopt a at least one SEI model to develop an SEI program. SB 1014 was signed in 2019 by Governor Doug Ducey and gave teachers of Els flexibility when it comes to developing diverse models that meet the needs of various communities. It eliminated the previous 4-hour block of English language instruction and allows public schools and teachers to apply their own research-based models on the needs of their individual students. MOWR, or Move on When Reading, requires that a student should not be promoted from third to fourth grade if they do not demonstrate sufficient reading skills. A student who is an El student however may be promoted if they have received fewer than two years of instruction in English.
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