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Team Teaching among Mixed Messages: Implementing Two-Way Dual Language Bilingual Education at Third Grade in Texas
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Palmer, Deborah; Henderson, Kathryn; Wall, Dorothy; Zúñiga, Christian E.; Berthelsen, Stefan – Language Policy, 2016
This article documents and interrogates top-down district-wide implementation of a two-way dual language bilingual education (DLBE) program in a large urban district. We carried out a language policy ethnography to explore the way two schools' teams of third grade teachers worked together to negotiate the intersection of DLBE implementation and…
Descriptors: Team Teaching, Language Planning, Teacher Collaboration, Faculty Development
The Benefits of English Immersion.
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Porter, Rosalie Pedalino – Educational Leadership, 2000
In 1998, California voters approved Initiative 227, requiring that all limited-English children be provided an English-immersion program for 1 year or longer as needed. Hispanic parents are leaders in the movement. Dire predictions that bilingual children in English-language classrooms would fall behind have not materialized. (Contains 18…
Descriptors: Academic Achievement, Accountability, Bilingual Education, Educational Benefits
Beyond "Bilingual" Education: New Immigrants and Public School Policies in California
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Gershberg, Alec Ian; Danenberg, Anne; Sanchez, Patricia – Urban Institute Press, 2006
The United States has a long record of ambivalence toward recent immigrants. Nowhere is this love-hate relationship more evident than in the public school systems of high-immigration states like California, where pro- and anti-immigration advocates have waged a long-running battle over "bilingual" education versus "English…
Descriptors: Immigrants, English (Second Language), Second Language Learning, Students
Academic Achievement of English Language Learners in Post Proposition 203 Arizona. Executive Summary
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Wright, Wayne; Pu, Chang – Language Policy Research Unit, 2005
This report reveals the problems with claims made by Arizona state public education officials that English Language Learners (ELLs) are thriving under English-only instruction. The No Child Left Behind Act of 2001 (NCLB) and the state's accountability system, Arizona LEARNS, require all students, including ELLs, to participate in statewide…
Descriptors: State Legislation, Educational Legislation, Language of Instruction, Immersion Programs
Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12: Findings from a Five-Year Evaluation. Final Report for AB 56 and AB 1116
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Parrish, Thomas B.; Merickel, Amy; Perez, Maria; Linquanti, Robert; Socias, Miguel; Spain, Angeline; Speroni, Cecilia; Esra, Phil; Brock, Leslie; Delancey, Danielle – American Institutes for Research, 2006
In June of 1998, Proposition 227 was passed by 61 percent of the California electorate. The initiative was intended to significantly alter the ways in which the state's English learners (ELs) are taught. Proposition 227 requires that ELs be taught "overwhelmingly in English" through sheltered/structured English immersion (SEI) programs…
Descriptors: Second Language Learning, Elementary Secondary Education, Immersion Programs, English (Second Language)
Academic Achievement of English Language Learners in Post Proposition 203 Arizona
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Wright, Wayne E.; Pu, Chang – Education Policy Research Unit, 2005
This report reveals the problems with claims made by Arizona state public education officials that English Language Learners (ELLs) are thriving under English-only instruction. The No Child Left Behind Act of 2001 (NCLB) and the state's accountability system, Arizona LEARNS, require all students, including ELLs, to participate in statewide…
Descriptors: State Legislation, Educational Legislation, Language of Instruction, Immersion Programs