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A Catch - 22 for Language Learners.

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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
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  Data: A Catch - 22 for Language Learners.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Leadership%22">Educational Leadership</searchLink>. Nov2006, Vol. 64 Issue 3, p22-27. 6p.
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  Data: 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.
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      – Code: eng
        Text: English
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      – SubjectFull: Educational law & legislation
        Type: general
      – SubjectFull: English as a foreign language
        Type: general
      – SubjectFull: Educational objectives
        Type: general
      – SubjectFull: Education policy
        Type: general
      – SubjectFull: Educational test & measurement laws
        Type: general
      – SubjectFull: Legal status of limited English-proficient students
        Type: general
      – SubjectFull: No Child Left Behind Act of 2001
        Type: general
      – SubjectFull: United States politics & government, 2001-2009
        Type: general
      – SubjectFull: United States
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              Text: Nov2006
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