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Posted: May 2nd, 2024
ESL-546-RS-T1-Legislative Events and Issues
ESL-546-RS-T1-Legislative Events and Issues
Having a historical perspective of the court cases, laws, and mandates that have shaped English language instruction policy enables teachers to understand the necessity for addressing the learning needs of English language learners (ELLs).
Complete the “Legislative Events and Issues” template (150-200 words per section) to explain each of the following and discuss how knowledge of them will affect your future professional practice.
• How the following legal cases have affected the policies and laws governing language instruction in Arizona: Lau v. Nichols, Castaneda v. Pickard, Flores v. Arizona, and Plyler v. Doe.
• How the following federal laws and requirements have affected accountability, assessment, funding, and identification in ELL education in Arizona: Every Student Succeeds Acts (ESSA), Title III, Title VI, and Office for Civil Rights/Department of Justice resolutions.
• How the following state laws and policies have affected language acquisition methodology, student grouping, and the time frame to achieve language proficiency: Proposition 203, House Bill 2010, House Bill 2064, SB1014, and Move On When Reading.
• Two current societal trends and issues in the education of ELLs.
Support your findings with a minimum of three scholarly resources.
Legislative Events and Issues
Directions: Complete the template using 150-200 words for each of the four sections: Legal Cases, Federal Laws and Requirements, State Laws and Policies, and Current Societal Trends and Issues.
Legal Cases
Lau v. Nichols Castaneda v. Pickard Flores v. Arizona Plyler v. Doe
How did the legal case affect the policies and laws governing language instruction?
How will knowledge of these cases affect your future professional practice?
Federal Laws and Requirements
Every Student Succeeds Acts (ESSA) Title III Title VI Office for Civil Rights/Department of Justice Resolutions
How did the federal law/requirement affect accountability, assessment, funding, and identification in ELL education in Arizona?
How will knowledge of these federal laws and requirements affect your future professional practice?
State Laws and Policies
Proposition 203 House Bill 2010 House Bill 2064 SB1014 Move On When Reading
How did the state law/policy affect language acquisition methodology, student grouping, and the time frame to achieve language proficiency?
How will knowledge of these state laws and policies affect your future professional practice?
Current Societal Trends and Issues
Societal Trend/Issue 1 Societal Trend/Issue 2
What is a current societal trend/issue in the education of ELLs?
How will knowledge of these current societal trends and issues affect your future professional practice?
Resources:
Writing Guide:
Legal Cases
Lau v. Nichols
Effect on Policies and Laws Governing Language Instruction:
In the landmark case of Lau v. Nichols (1974), the Supreme Court ruled that it is a violation of the Civil Rights Act of 1964 to deny students access to education based on their inability to understand the English language. This decision prompted the establishment of programs and services to support English Language Learners (ELLs). Lau v. Nichols established the legal foundation for providing ELLs with additional instructional support to ensure they have equal access to educational opportunities.
Impact on Future Professional Practice:
Understanding the implications of Lau v. Nichols is essential for future professional practice. It underscores the importance of providing appropriate language instruction and support services to ELLs to ensure they have equal access to education. Educators need to be familiar with the requirements and best practices for serving ELLs, including implementing effective language acquisition methodologies and providing appropriate instructional support.
Castaneda v. Pickard
Effect on Policies and Laws Governing Language Instruction:
Castaneda v. Pickard (1981) set a standard for evaluating the adequacy of programs for ELLs. The court established a three-part test to determine whether a school district’s program for ELLs is adequate: (1) Is the program based on sound educational theory? (2) Are the programs and resources being implemented effectively? (3) Are the programs effective in helping ELLs overcome language barriers? This case emphasized the importance of implementing effective instructional programs and ensuring accountability in serving ELLs.
Impact on Future Professional Practice:
Knowledge of Castaneda v. Pickard is crucial for educators to ensure they are providing adequate support and instruction to ELLs. Educators must design and implement language instruction programs that are based on sound educational theory, effectively implemented, and successful in helping ELLs overcome language barriers. Understanding the requirements established by Castaneda v. Pickard will help educators develop and evaluate programs to better meet the needs of ELLs.
Flores v. Arizona
Effect on Policies and Laws Governing Language Instruction:
In Flores v. Arizona (2009), the Supreme Court ruled that Arizona’s English Language Learner statutes were unconstitutional because they did not provide adequate funding or resources for ELL programs. The decision highlighted the importance of adequate funding and resources for programs serving ELLs and affirmed the rights of ELLs to receive appropriate language instruction and support.
Impact on Future Professional Practice:
Knowledge of Flores v. Arizona is essential for educators to ensure they are providing adequate support and resources for ELLs. Educators must advocate for sufficient funding and resources to meet the needs of ELLs and ensure they receive the language instruction and support required to succeed academically. Understanding the implications of Flores v. Arizona will help educators advocate for policies and practices that support the academic success of ELLs.
Plyler v. Doe
Effect on Policies and Laws Governing Language Instruction:
In Plyler v. Doe (1982), the Supreme Court ruled that undocumented immigrant children have the same right to a free public education as U.S. citizens and permanent residents. This decision affirmed that denying education to undocumented immigrant children violates the Equal Protection Clause of the Fourteenth Amendment. Plyler v. Doe established the legal precedent that all children, regardless of immigration status, have the right to access public education.
Impact on Future Professional Practice:
Understanding the implications of Plyler v. Doe is essential for educators to ensure they are providing equal access to education for all students, regardless of their immigration status. Educators must create inclusive and supportive learning environments that welcome and support immigrant students. Knowledge of Plyler v. Doe will help educators advocate for policies and practices that ensure all students have equal access to educational opportunities.
Federal Laws and Requirements
Every Student Succeeds Acts (ESSA)
Effect on Accountability, Assessment, Funding, and Identification in ELL Education in Arizona:
ESSA, signed into law in 2015, reauthorized the Elementary and Secondary Education Act (ESEA) and replaced the No Child Left Behind Act (NCLB). ESSA includes provisions specifically designed to support the academic success of ELLs. Under ESSA, states are required to establish challenging academic standards for ELLs, develop English language proficiency assessments aligned with those standards, and include ELLs in state assessments. Additionally, ESSA provides funding through Title III to support language instruction and academic achievement for ELLs.
Impact on Future Professional Practice:
Knowledge of ESSA is essential for educators to ensure they are meeting the requirements and expectations outlined in the law for serving ELLs. Educators must be familiar with the academic standards and assessments for ELLs, as well as the requirements for English language proficiency development. Understanding the provisions of ESSA will help educators design and implement effective instruction and support services to help ELLs succeed academically.
Title III
Effect on Accountability, Assessment, Funding, and Identification in ELL Education in Arizona:
Title III of ESSA provides funding to states and school districts to support language instruction and academic achievement for ELLs. Title III funding is used to develop and implement language instruction programs, provide professional development for educators serving ELLs, and improve the English language proficiency and academic achievement of ELLs. Title III also includes requirements for assessing and reporting the progress of ELLs in attaining English language proficiency and academic achievement.
Impact on Future Professional Practice:
Knowledge of Title III is essential for educators to ensure they are using funding effectively to support the language development and academic achievement of ELLs. Educators must be familiar with the requirements and expectations outlined in Title III for serving ELLs, including the development and implementation of language instruction programs and the assessment of English language proficiency and academic achievement. Understanding the provisions of Title III will help educators design and implement effective instruction and support services to help ELLs succeed academically.
Title VI
Effect on Accountability, Assessment, Funding, and Identification in ELL Education in Arizona:
Title VI of the Civil Rights Act of 1964 prohibits discrimination on the basis of race, color, or national origin in programs and activities receiving federal financial assistance. Title VI applies to all aspects of education, including the treatment of ELLs. Under Title VI, schools are prohibited from discriminating against ELLs on the basis of their language or national origin and are required to provide appropriate language instruction and support services to ensure ELLs have equal access to educational opportunities.
Impact on Future Professional Practice:
Knowledge of Title VI is essential for educators to ensure they are providing equal access to education for ELLs and complying with federal nondiscrimination laws. Educators must be familiar with the requirements and expectations outlined in Title VI for serving ELLs, including the provision of appropriate language instruction and support services. Understanding the provisions of Title VI will help educators create inclusive and supportive learning environments that welcome and support ELLs.
Office for Civil Rights/Department of Justice Resolutions
Effect on Accountability, Assessment, Funding, and Identification in ELL Education in Arizona:
The Office for Civil Rights (OCR) and the Department of Justice (DOJ) enforce federal civil rights laws that prohibit discrimination on the basis of race, color, national origin, sex, disability, and age by recipients of federal financial assistance. OCR and DOJ resolutions address complaints of discrimination against ELL
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