Professional Article Review
Professional Article Review
ESL-433N
15 Jan 2014
Professional Article Review Bilingual education is a rapidly growing issue for educators all across the United States and dates back farther than many might assume. The impact of bilingual education quite possibly dates back to the early settlers in North America in 1664. It was said that at least eighteen different languages were spoken during the time of the 17th century in addition to the many Native American languages. During the first few centuries of this countries existence, immigrants were taught to assimilate towards “American” ways and to replace their own heritage and culture. Bilingual education has come a long way and with the development of Structured English Immersion (SEI), English language learners all over the country are being given the necessary education for language development. With several laws and litigation throughout our country’s history, ELL students nation-wide are now placed on a track for future success with the necessary education for language development. Structural and Ideological Contexts of SEI Massachusetts was the first state in the country to mandate bilingual education for English language learners in 1971 and served as the catalyst for Structured English Immersion all over the United States. According to an article, “Under the Transitional Bilingual Education (TBE) Act, or chapter 71A, programs for ELLs were to use the students’ native language (L1) for literacy development and content learning as the students acquired English, and students were expected to exit the program within a period of three years (Gort, 2008).” This strategy took thirty-one years to be reversed, as the state mandated an “English-only” system. The amendment to chapter 71A of the TBE, impacted the way states such as Arizona and California approached their own ELL programs which offers little choice when it comes to instructional
ESL-433N
15 Jan 2014
Professional Article Review Bilingual education is a rapidly growing issue for educators all across the United States and dates back farther than many might assume. The impact of bilingual education quite possibly dates back to the early settlers in North America in 1664. It was said that at least eighteen different languages were spoken during the time of the 17th century in addition to the many Native American languages. During the first few centuries of this countries existence, immigrants were taught to assimilate towards “American” ways and to replace their own heritage and culture. Bilingual education has come a long way and with the development of Structured English Immersion (SEI), English language learners all over the country are being given the necessary education for language development. With several laws and litigation throughout our country’s history, ELL students nation-wide are now placed on a track for future success with the necessary education for language development. Structural and Ideological Contexts of SEI Massachusetts was the first state in the country to mandate bilingual education for English language learners in 1971 and served as the catalyst for Structured English Immersion all over the United States. According to an article, “Under the Transitional Bilingual Education (TBE) Act, or chapter 71A, programs for ELLs were to use the students’ native language (L1) for literacy development and content learning as the students acquired English, and students were expected to exit the program within a period of three years (Gort, 2008).” This strategy took thirty-one years to be reversed, as the state mandated an “English-only” system. The amendment to chapter 71A of the TBE, impacted the way states such as Arizona and California approached their own ELL programs which offers little choice when it comes to instructional
References: Clark, K. (2009). The Case for Structured English Immersion. Educational Leadership, 66(6), 42-46 Gort, M., de Jong, E. J., & Cobb, C. D. (2008). SEeIng through a Bilingual Lens: Structural and Ideological Contexts of Structured English Immersion in Three Massachusetts Districts. Journal Of Educational Research & Policy Studies, 8(2), 41-67. Rios-Aguilar, C., Gonzalez-Canche, M., Moll, L. C., & University of California, L. (2010). Implementing Structured English Immersion in Arizona: Benefits, Costs, Challenges, and Opportunities. Civil Rights Project / Proyecto Derechos Civiles,