LegislativeEventsIssues
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School
Grand Canyon University *
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Course
536
Subject
Linguistics
Date
Jan 9, 2024
Type
docx
Pages
4
Uploaded by AdmiralButterflyPerson818
Lau v. Nichols
Castaneda v. Pickard
Flores v. Arizona
Plyler v. Doe
How did the legal case affect the policies and laws governing language instruction?
When it comes to the case of Lau v. Nichols, the Supreme Court affirmed that all
students no matter what their native language are entitled opportunities to
particpate in education programs. All students should be given the resources to
succed in school. This case affected the polices and laws governing language
instruction by having English Language Learners added to the list of US Citizens
to benefit from the civil rights movement (Olah, 2023).
When it comes to the case of Castaneda v. Pickard, they stated the school district
was failing to address the needs of the ELL students. There was a standard
created that mandates programs for language minority students must be based
on a sound educational theory, implemented effectively with sufficient resources
and personnel, lastly evaluated to determine whether they are effective in helping
students overcome language barriers (Wright, 2009).
When it comes to the case of Flores v. Arizona stated that students were violated
becaude the state failed to provide adequate instruction or funding for low
income/minority students. The attention was brought to the inadequate funding
for ELL programs. Despite the orders from the court the state and educational
leaders used a variety of tactics to stall so they could avoid complying with the
court orders (Wright, 2009).
When it comes to the case of Plyler v. Doe, parents in Texas that lacked legal immigration
status lacked legal immigration status were at risk for deportation to fight for their
children's right to attend public school. In the end the court ruled in favor of the parents
and families. Plyler v. Doe ensured that children living in the U.S. without legal
immigration documentation could access a basic education and lead more productive
lives (Reyes, 2022)
After reviewing these different cases I can see how they paved the way for the ELL
students to recieve equal opportunities as other students and make sure they get the
resources they need to be successful.
Every Student Succeeds Acts (ESSA)
Title III
Title VI
Office for Civil Rights/Department of Justice Resolutions
How did the federal law/requirement affect accountability, assessment, funding, and
identification in ELL education in Arizona?
When it comes to the Every Student Succeeds Act its purpose was to provide
opportunities to all children to recieve fair, ewuitable, high quality education and to close
the achievement gaps. This law moved the accountability to the states.
When it comes to Title III that is grants that are given to schools to make sure that
ELL students can be proficient in English. The funds are used to provide
supplemental programming and services to ensurethey attain English proficiency,
professional development for staff and to promote family participation.
When it comes to Title VI, it prohibits denial of equal access to education because
of a student's limited proficiency in English. Title VI protects students who are so
limited in their English language skills that they are unable to participate in or
benefit from regular or special education instructional programs (US Dept of
Education, 2000).
When it comes to the Office for Civil Rights/Department of Justice Resolutions made an
agreement with Arizona Department of Education to offer targeted reading and writing
intervention services to ELL students who were incorrectly identified as fluent.
As I stated before these laws and requirements have laid down the basics of what all
students should be given to make them successful. In my future practice it is giving my
students the chance to have different opportunities they may not have had in the past.
They will get the resources and tools they need to be successful learners in all areas
Proposition 203
House Bill 2010
House Bill 2064
SB1014
Move On When Reading
How did the state law/policy affect language acquisition methodology, student
grouping, and the time frame to achieve language proficiency?
When it comes to Proposition 203 it tells the schools to use certain methods of
instruction for limited English proficient students. This initiative allows different
methods of teaching English such as transitional bilingual programs, bicultural
programs, and English as a second language, and replaces them with a law that
requires an English immersion program (Napolitano, 2001).
When it comes to the House Bill 2010, it increased the English Language
Learner per-student funding from $160 to $320 and provided new funding for
instruction, training for teachers, bonuses and literacy programs and a English
Language Learner cost study (AZ Auditor, 2007).
When it comes to the House Bill 2064 it revises the process for assessment,
classification, reassessment and monitoring of students with another language
other than English. In turn they created a task force to develop and adopt
research based models of structured English immersion.
When it comes to the Senate Bill 1014 it was put in place to reduce the hours os
SEI from 4 hours down to two hours in K-5 and then one hour and 40 minutes
for 6-12 grade. They want to see what is working and what isn't working with the
students.
When it comes to Move On When Reading this was created in 2010 and
implemented in 2013. The reason they created this was to identify the students
who are struggling with reading. It also gave the students interventions so that
they are reading at or above grade level by the end of the third grade. If the
students fail to reach the goal they may not move up grade level.
By having this knowledge of these laws and policies will have an affect on my
professional practice because I am aware of them for starters and it also is
putting a plan in place to make sure all students no matter their backgrounds
are getting the resources and opportunities to be successful learners.
A current societal trend/issue would be that some English Language Learners
can be percieved that they don't know much because they are unable to
effectively communicate what they know. The problem with that is they can
become disengaged in the classroom and what is being taught because they
are bored.
A current societal trend/issue would be that some English Language Learners
may have a lower self esteem since they aren't able to really express
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themselves. Some students may not feel like they truly belong to the classroom
because of their language barrier so they may feel isolated from their teacher
and peers.
After having a basic understanding of these issues I can approach my students
with open arms and make sure they feel welcomed and not alone. It is my job to
make all of my students feel a sense of belonging and welcomed into my
classroom, I will do my best to use different terms in their native language to
show that I care and am here to help them be successful in all that they do.