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The Education of English Language Learners in Arizona: A History of Underachievement 

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The Education of English Language Learners in Arizona: A History of Underachievement 

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2009: Arizona saw a 16% Decrease of credentialed/ certified bilingual instructors

2009: Student achievement was measured using Reading and Math subtests of the Arizona Instrument to Measure Standards (AIMS)

2016: Proposition 58 was passed which allowed schools to establish non English-only education programs: Preserves requirement that public schools ensure students obtain English language proficiency. Requires school districts to solicit parent/community input in developing language acquisition programs. Requires instruction to ensure English acquisition as rapidly and effectively as possible. Authorizes school districts to establish dual language immersion programs for both native and nonnative English speakers. (Historical Timeline video)

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Immigration, Language, and Education: How Does Language Policy Structure Opportunity

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Immigration, Language, and Education: How Does Language Policy Structure Opportunity

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2008-9: Arizona mandated 4 hours per day of remedial English instruction for its English learners, but due to the lack of support to alleviate the other challenges of learning, studies find that many students fall through the cracks and drop out

Lasting and continuing effects of the No Child Left Behind era, in which disadvantaged children are given immense pressure to demonstrate improvement via score gains, which limits English learners and immigrants even more so because of the English only approach taken in schools

“immigrant youth  in  the  United  States  are  typically consigned to curriculum tracks and  services  that  provide little more than an impoverished version of a rudimentary education in English” (775)
Future implications during the Obama era to promote and benefit immigrant students: “If we are to meet the challenge of truly educating the increasing numbers of immigrant students in the nation’s public schools, we need to better disseminate the research we have” by taking a “retreat from the politicization of language as a symbol of power and identity in American society” (777)

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Bilingual education was undermined during the Obama Years because students were often not given the resources needed, especially English Language Learners, despite the Bilingual Education Act in 1968.

The additive model has been successful as fifth-grade dual-language students have reached “impressive levels of performance on oral language, reading, and writing measures in English and Spanish”.

The goal for the present is to transition students to English as quickly as possible, to dual-language programs in which the goal is bilingualism, biculturalism, and biliteracy in two languages.

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One in ﬁve students in American public schools comes from a home in which English is not the primary language, and about 11 % of all students are designated as English learners (2010)

the consensus around numerous experimental studies conducted over the past 40 years is that learning to read in a non-English language boosts reading skills in English (2013)

Students who maintain their bilingualism into high school are more likely to go to college and for Latinos, to 4 year colleges;  these students who maintain bilingualism are less likely to drop out of high school and to secure higher level positions in the workforce (2014)

There are few, if any, bilingual programs designed for simultaneous emerging bilingual children although there is growing interest in this demographic. They represent a “new normal”and new programs and policies need to be designed for them (2014)

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Changes in bilingual education in CA- Phoebe Betts

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Changes in bilingual education in CA- Phoebe Betts

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Overturned 1998 prop 227 that pushed for English-only education that eliminated bilingual education, pushed by multimillionaires like Ron Unz

2014 bill by Rep. Ricardo Lara introduced to eliminate English only policies and allows for bilingual education to resume again at the choice of families

California EL program increased became more diverse during this time which led to demand for such bilingual programs

Westminster school district an example of this:

California’s first Vietnamese dual language immersion program

Context: 80% eligible for reduced lunches, majority Asians or latinx

Curriculum and resources difficult to find because community would not accept resources produced from Vietnam’s communist government

Increased need for recruitment/retainment of trained bilingual teachers

Demand started coming from non-Vietnamese families

Bilingual credentials issued in CA has been increasing, but only 35 educator prep schools offer this, so room for improvement in this area

Five year studied showed that English only approach previously used didn’t increase student achievement, rather enrollment in dual immersion programs did increase achievement

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Timeline For California Association for Bilingual Education

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Timeline For California Association for Bilingual Education

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2009: Californians Together created the Seal of Biliteracy, but legislation to create a state Seal of Biliteracy was vetoed.

2010: Californians Together brought attention to the dire needs of the English Learners programs. California passed the first legislation in the country which defined this group, encouraging the state to analyze their data and students to best build these programs.

2012: the State Seal of Biliteracy passed through legislation and signed as a law by Governor Jerry Brown. The State Seal of Biliteracy is now law in sixteen other states.

2013: Common Core en Español was created.

2014: Governor Jerry Brown signed a senate bill for “multilingual education for a 21st century economy”. This measure revised and revoked the 1998 prop 227 “English in Public Schools initiative”. Ultimately, this bill allowed non-English languages to be used in public schools.