A Catch - 22 for Language Learners.
Saved in:
| Title: | A Catch - 22 for Language Learners. |
|---|---|
| Authors: | Wright, Wayne E.1 wayne.wright@utsa.edu |
| Source: | Educational Leadership. Nov2006, Vol. 64 Issue 3, p22-27. 6p. |
| Subject Terms: | *Educational law & legislation, *English as a foreign language, *Educational objectives, *Education policy, *Educational test & measurement laws, Legal status of limited English-proficient students, No Child Left Behind Act of 2001, United States politics & government, 2001-2009 |
| Geographic Terms: | United States |
| Abstract: | The author explores the lack of clarity regarding U.S. education policy for English language learners (ELLs) as demonstrated by the way that the federal No Child Left Behind Act (NCLB) handles the Limited English Proficient subgroup. He asserts that when it comes to English language learners, NCLB defies logic and contradicts itself. He argues that most of the problems of testing ELLs go away if they are afforded the opportunity and support to first learn English and then learn academic content. Towards this end he makes two suggestions: to encourage schools to adopt high-quality language programs that ensure that ELLs become well-educated bilingual citizens and to remove the burden of test preparation for ELLs from teachers so they can focus instead on their students' other needs. |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The author explores the lack of clarity regarding U.S. education policy for English language learners (ELLs) as demonstrated by the way that the federal No Child Left Behind Act (NCLB) handles the Limited English Proficient subgroup. He asserts that when it comes to English language learners, NCLB defies logic and contradicts itself. He argues that most of the problems of testing ELLs go away if they are afforded the opportunity and support to first learn English and then learn academic content. Towards this end he makes two suggestions: to encourage schools to adopt high-quality language programs that ensure that ELLs become well-educated bilingual citizens and to remove the burden of test preparation for ELLs from teachers so they can focus instead on their students' other needs. |
|---|---|
| ISSN: | 00131784 |
