Introduction:

This reader is a required document of the PLC 601 Language & Policies Class. It is divided into four main sections:

Section I: Global Language Policies & Education Resources Section II: National Language Politics, Policies & Educational Practice   Resources & References   No Child Left Behind Policy Information & Resources Section III: State of California Language Politics, Policy & Educational Practice A: Bilingual & English Language Policy B: Accountability & Assessment Processes & Measures Resources Section IV: Resources for Professional Development of Teacher

Section III: State of California Politics, Policies & Educational Practice

Section III: A: Bilingual & English Language Policy

State Law & Legislation Relating to English Language Learners: Proposition 227: "English for the Children" Ballot Initiative Passed 6/2/98 http://Primary98.ss.ca.gov/VoterGuide/Propositions/227.htm San Diego County Office of Education English Language Development Website http://www.sdcoe.k12.ca.us/lret/eld/ San Diego County Office of Education Bilingual Education Website http://www.sdcoe.k12.ca.us/lret/biling/ CATESOL's Proposition 227 Update page http://www.catesol.org/unz.html CATESOL'S Policy Update page http://www.catesol.org/advoissuesindex.html

Are Children Ready for the Mainstream After One Year of Structured English Immersion? Stephen Krashen http://www.tesol.org/pubs/articles/2001/tm11-4-12.html

Evidence Mounts Against Prop. 227: Norm Gold highlights bilingual success in California schools. From Language Magazine, April, 2005 Vol. 4 #8. Download this article at: http://www.languagemagazine.com/internetedition/apr2005.html

"Accountability" Versus Science in the Bilingual Education Debate James Crawford http://www.asu.edu/educ/epsl/LPRU/features/article3.htm

California Department of Education Go to the California Department of Education website at:http://www.ncela.gwu.edu/policy/states/california/10_pubs.htm Please scan the documents and chose two documents to download and print from the list below. Bring one copy to class and be prepared to share what you learned. Educating California's Immigrant Children: An Overview of Bilingual Education. P. de Cos, 1999. The Initial Impact of Proposition 227 on the Instruction of English Learners. UC-LMRI, 2000 Language Census (LEP/FEP) Reports. Calif. Dept. of Education. Review of the Research on Instruction of Limited English Proficient Students: A Report to the California Legislature. UC-LMRI, 1997, reissued 1999. Success for English Language Learners: Teacher Preparation Policies and Practices. California Council on the Education of Teachers, 2001. What Can We Learn About the Impact of Proposition 227 from SAT-9 Scores? An Analysis of Results from 2000. Orr, Butler, Bousquet & Hakuta, 2000.

Section III: B: Accountability & Assessment Processes & Measures for Linguistically Diverse Students

The Standards Reform Movement in the United States Natalie Kuhlman http://www.tesol.org/pubs/articles/1999/tm9910-05.html

Standards & Assessment Division of the California Department of Education: This site provides an overview of current State Testing Programs and Links to Standards. http://www.cde.ca.gov/ta/

California English Language Development Test (CELDT) http://www.cde.ca.gov/ta/tg/el/ The purpose of the CELDT is to: Identify students who are English Learners (EL) Determine their level of English proficiency Annually assess their progress toward acquiring English proficiency in listening, speaking, reading, and writing. This Website provides the most recent information regarding this new accountability measure for English Language Learners in K-12 settings.

California ELD Standards Website http://www.cde.ca.gov/re/pn/fd/ Review this website to become familiar with the standards and their relationship to grade level curriculum, state policy, literacy ideology, and the politics of education.

Rethinking Schools Publications on Standards: Review the two articles below: 1. Standards & Multiculturalism Bill Bigelow: Multiculturalism is a search, a conversation to discover silenced perspectives. Yet standardization emphasized one "fixed" answer. http://www.rethinkingschools.org/archive/13_04/stands.shtml 2. The Standards Movement: Quality Control or Decoy? This article is condensed from a speech by Asa Hilliard, professor of urban education at Georgia State University in Atlanta. Hilliard is the author of numerous books and articles on education, particularly the education of African-American children, and his most recent book is SBA: The Reawakening of The African Mind, Gainesville, FL: Makare Publishers. Hilliard gave the speech at a conference last fall at Howard University on "Moving Beyond Standards To Provide Excellence and Equity in the African-American Community". http://www.rethinkingschools.org/archive/12_04/hill.shtml

Responding to the Demographic Challenge: An Internet Classroom for Teachers of Language-Minority Students Dr. Jill Kerper Mora http://www.readingonline.org/electronic/mora/index.html

Section III: Resources for California Language Politics, Policies & Educational Practice

Thomas B. Fordham Foundation

http://www.edexcellence.net/foundation/global/index.cfm

The Thomas B. Fordham Foundation, based in Washington, D.C., supports research, publications, and action projects of national significance in elementary/secondary education reform. This website has resources on the Standards Reform Movement. Most relevant: Testing & Accountability and Curriculum & Instruction Links.

A Map for Teaching and Assessing California's English Language Development (ELD) & English Language Arts (ELA) Standards for English Learners

http://web.WestEd.org/online_pubs/ELD/carr.htm

This standards-based tool for classrooms with mixed English-ability students is a side-by-side 'map' of California's English Language Development (ELD) standards and the state's English Language Arts (ELA) standards. For the first time, administrators and teachers can readily see the match of these two related sets of standards within a grade span. By making clear what teachers must teach, the map allows them to plan integrated lessons for the whole class. By clustering similar standards, the map also helps educators design assessments that measure both sets of standards. Standards are clustered K-2, 3-5, 6-8, and 9-12.

California Commission on Teacher Credentialing

English Learner Certification (CLAD) http://www.ctc.ca.gov/credentials/CREDS/english-learners.html Bilingual (B/CLAD) Certification http://www.ctc.ca.gov/educator-prep/bilingual-cert.html

SB 2042 Credential Information: Multiple & Secondary (Single Subject) Teaching Credentials

http://www.ctc.ca.gov/credentials/CREDS/elementary.html http://www.ctc.ca.gov/credentials/CREDS/secondary-teaching.html

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