ESL 436N Description of English Language instruction in Arizona

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ESL 436N Description of English Language instruction in Arizona

 

Having a historical perspective of the court cases, laws, and mandates that have shaped English language instruction policy, enables teachers of English language learners (ELLs) to understand the program model in which they operate.

Part 1

Based on major court cases and legislation pertaining to ELLs, create a timeline of legislative events that have affected English language instruction in Arizona. Your timeline should include a title, year, and brief description for the following:

  • At least two major court cases pertaining to ELLs (e.g., Lau v. Nichols, Castaneda v. Pickard, Flores v. Arizona, or Plyler v. Doe).
  • At least two federal laws or mandates (e.g., Every Student Succeeds Act (ESSA), Title III, Title VI, or a resolution from the Office for Civil Rights/Department of Justice) that have affected education for ELLs.
  • At least two Arizona laws or policies (e.g., Proposition 203, House Bill 2010, House Bill 2064, and Move On When Reading) that have directly affected the ELL program model.

Part 2

Below your timeline, write a 500-750 word description of the ELLs and program model in Arizona. Your description should include:

  • A brief explanation regarding the demographic composition of the PK-12 ELL population in Arizona.
  • An explanation regarding the process of determining ELL program eligibility including the use of the Home Language Survey and the use of the Arizona English Language Learner Assessment (AZELLA) for placement and reassessment.
  • A description of the standard accommodations available to ELLs for assessment.
  • A statement regarding the differences between Structured English Immersion classrooms, bilingual classrooms, and Individual Language Learner Plans and how they relate to current societal trends and issues in the education of ELLs.
  • A description of the characteristics of the English immersion program model in Arizona in terms of time allocations, grouping of ELLs with native speakers, use of ELLs’ native language, and integration of English within academic content.

Support this assignment with at least three resources.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using the documentation guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Attached: Rubric

Resources:

Read “Undone by Law: The Uncertain Legacy of Lau v. Nichols,” by Moran, from Berkeley La Raza Law Journal (2005). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edslex&AN=edslexB57D1BE5&site=eds-live&scope=site

Read “English Language Learners and Judicial Oversight: Progeny of ‘Castaneda,’” by Sutton, Cornelius, and McDonald-Gordon, from Educational Considerations (2012). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ990975&site=eds-live&scope=site

Read “Roots of Federal ELL Case Run Deep,” by Zehr, from Education Week (2009). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=37590835&site=eds-live&scope=site

Read “Under the Law: Supreme Court Guards Education for Undocumented Immigrants,” by Underwood, from Phi Delta Kappan (2015). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000366041800017&site=eds-live&scope=site

Read “Bilingual education vs. English immersion: Which is better for English language learners?” by Obudo, located on the ERIC website (2007). http://files.eric.ed.gov/fulltext/ED501224.pdf

Read “Universal Screening of English Language Learners: Language Proficiency and Literacy,” by Albers and Mission, from Universal Screening in Educational Settings: Evidence-Based Decision Making for Schools (2014). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pzh&AN=2013-25285-011&site=eds-live&scope=site

Read “Bilingual education in the United States: An Historical Overview and Examination of Two-Way Immersion,” by Kim, Hutchison, and Winsler, from Educational Review (2015). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=101018118&site=eds-live&scope=site

Read “Research Summary and Bibliography for Structured English Immersion Program Models,” located on the Arizona Department of Education website. https://cms.azed.gov/home/GetDocumentFile?id=55257a851130c008a0c55c0b

Review “Culturally Inclusive Practices: Implementation Guidance for Local Education Agencies,” by Douglas, from the Arizona Department of Education. https://cms.azed.gov/home/GetDocumentFile?id=58dc00111130c01500d4b0a1

Read the “Types of Educational Opportunities Discrimination,” located on the Department of Justice/Civil Rights Division website. URL: https://www.justice.gov/crt/types-educational-opportunities-discrimination

Watch “Arizona’s Language Battle,” located on YouTube. https://www.youtube.com/watch?v=8YugJyi9Nr4

Watch “English-Only Movement,” located on YouTube. https://www.youtube.com/watch?v=98GprgKsDCs

Watch “Two-Way Bilingual Immersion (TWBI) Program,” located on YouTube. https://www.youtube.com/watch?v=nUFO92j81ck

Review the Key Terms and Historical Events, located in the ESL Database. http://lc.gcumedia.com/zwebassets/courseMaterialPages/esl5000_eslDatabase.php

Review the resources on the Office of English Language Acquisition Services page, located on the Arizona Department of Education website. http://www.azed.gov/oelas/