| San Diego State University Dept. Of Policy Studies in Language & Cross Cultural Education Updated: Spring, 2008 |
| PLC 601: Language Policy & Practices On-Line Reader |
| Introduction: | |
| This reader is a required document of the PLC 601 Language & Policies Class. It is divided into four main sections: | |
| Section II: National Language Politics, Policies & Educational Practice |
| Making U.S. Schools Effective for English Language Learners Linguistic Society of America Virginia P. Collier and Wayne P. Thomas This article is based on Virginia Collier's plenary speech at the 33rd Annual TESOL Convention in New York City. | |
| Part 1: http://www.tesol.org/pubs/articles/1999/tm9908-01.html | |
| Part 2: http://www.tesol.org/pubs/articles/1999/tm9910-01.html | |
| Part 3: http://www.tesol.org/pubs/articles/1999/tm9912-01.html | |
The Office of English Language Acquisition (OELA): The Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) administers Title III of No Child Left Behind Act (2001). OELA also provides national leadership in promoting high quality education for English language learners (ELLs). Traditionally, this population has been known as limited English proficient students (LEPs). http://www.ed.gov/about/offices/list/oela/index.html?src=mr
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| Resolutions
on English Only, American Sign Language, and Ebonics Linguistic Society of America: To View documents access the URL below and go to Members menu and click on Resolutions/Statements/Guides and you will see links for Ebonics, English Only and Sign Languages. http://www.lsadc.org/ |
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| STATEMENT
ON LANGUAGE RIGHTS Linguistic Society of America: To View the document titled "Language RIghts" you must first access the URL below and go to Members menu and click on Resolutions/Statements/Guides under the title Statements, click on "Language Rights" http://www.lsadc.org/ |
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| Section II: Resources for National Language Politics, Policies & Educational Practice | |
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Academic Assessment of Limited English Proficient (LEP1) Students
the Era of Accountability: A Review of the Literature |
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| Recently, significant changes have occurred in federal law requiring the inclusion of all children in statewide, or large-scale assessment in an effort to increase educational accountability at the district and school levels. The Improving America's Schools Act (IASA) of 1994 and the Individuals with Disabilities Education Act (IDEA), as amended in 1997, both require districts to report to state departments of education data about student progress that are complete and disaggregated by educationally significant categories, including disability groups and limited proficiency in English. | |
| A Road Map to the Bilingual Education Controversy Dr. Jill Kerper Mora http://coe.sdsu.edu/people/jmora/Prop227/BERoadmap.htm |
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| James
Crawford's Language Policy Website http://ourworld.compuserve.com/homepages/JWCRAWFORD/ |
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| Ron
Unz's Website: English for the Children http://www.onenation.org/ |
| Section II: No Child Left Behind Policy Information & Resources | |
| Federal Government No Child Left Behind Act. These reforms express my deep belief in our public schools and their mission to build the mind and character of every child, from every background, in every part of America. President George W. Bush January 2001 http://www.ed.gov/nclb/landing.jhtml?src=pb | |
| Three days after taking office in January 2001 as the 43rd President of the United States, George W. Bush announced No Child Left Behind, his framework for bipartisan education reform that he described as "the cornerstone of my Administration." President Bush emphasized his deep belief in our public schools, but an even greater concern that "too many of our neediest children are being left behind," despite the nearly $200 billion in Federal spending since the passage of the Elementary and Secondary Education Act of 1965 (ESEA). The President called for bipartisan solutions based on accountability, choice, and flexibility in Federal education programs. | |
| AACTE
Education Policy Clearinghouse: Summary of NCLB Research http://www.edpolicy.org/research/nclb/index.php |
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| This page covers research on the No Child Left Behind Act of 2001 (NCLB) that President Bush signed into law on Jan. 8, 2002. This new law represents his education reform plan and contains the most sweeping changes to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965. It changes the federal government's role in kindergarten-through-grade-12 education by asking America's schools to describe their success in terms of what each student accomplishes. The act contains the President's four basic education reform principles: stronger accountability for results, increased flexibility and local control, expanded options for parents, and an emphasis on teaching methods that have been proven to work. | |
| National Education Association addresses NCLB | |
| Cover Story,
May, 2003: NCLB it may have sounded good to some, but this law is heading
down the wrong track. What it means to you--and what NEA's doing about it. http://www.nea.org/neatoday/0305/cover.html |
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