• Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off
Reading...
Front

Card Range To Study

through

image

Play button

image

Play button

image

Progress

1/10

Click to flip

Use LEFT and RIGHT arrow keys to navigate between flashcards;

Use UP and DOWN arrow keys to flip the card;

H to show hint;

A reads text to speech;

10 Cards in this Set

  • Front
  • Back
I. Bilingual Education: History & Research
1) 1)Understands the historical backgroundof bilingual education in the United States.
2)Understands convergent research related to bilingual education.
3)Demonstrates an awareness of global issues and perspectives
Development of U.S. Bilingual Education
• Languages other than
English have been both tolerated and suppressed.
• Ovando (2003) characterized the historical development
of bilingual education in the U.S.
– Permissive
– Restrictive
– Opportunist
– Dismissive
The Permissive Period
(1700s-1880s)
• Before the European arrival, the Americas had a huge
number of indigenous languages.
• Both public and private schools had bilingual or non-English
instruction.
The Restrictive Period
(1880s-1960s)
• The number of immigrants increased dramatically
• This led to widespread xenophobia and calls for
immigrant assimilation.
• An anti-German feeling swept over the country with U.S. entry into World War I. Speaking German was considered “un-
American.”
• By 1923, 34 state legislatures had passed laws for English only instruction in schools.
The Opportunist Period
(1960s-1980s)
• 1958: The National Defense and Education
Act promoted foreign language learning in
elementary, high schools and universities.
•1964: The Civil Rights Act-less negative attitudes towards
ethnic groups and their languages.
The Opportunist Period (continued)

1968: The Bilingual Education Act
(Title VII of the Elementary & Secondary Education Act) provided funding to establish bilingual
education programs for LEP (Limited English Proficient)/NES (Non-
English Speaking) students.
The Opportunist Period (continued)

1974: Equal Educational Opportunity
“No state shall deny equal educational opportunity to an individual on
account of his or her race, color, sex, or national origin, by…the failure
of an educational agency to take appropriate action to overcome
language barriers that impede equal participation by its students in its
instructional programs.”
Lau v. Nichols (1974)
• Considered the most important court case related to
bilingual/ESL education. Lawsuit representing 1,800 Chinese students in San Francisco in 1974.
• The lawsuit alleged discrimination on the grounds that students could not understand the instruction provided by their English-speaking teachers.
Lau v. Nichols (1974)
• Using the 1964 Civil Rights Act as the basis of their decision, the Supreme Court unanimously decided that equal treatment of English-speaking students and English language learners
(ELLs) did not constitute equal educational opportunity, and thus violated the ELLs’ civil rights.
Significance: Lau v. Nichols defined the legal responsibility
of schools to provide a “meaningful education” for students of limited English proficiency.
Castañeda v. Pickard (1981)
Considered the second most important court decision for
bilingual/ESL education, Castañeda v. Pickard was a lawsuit brought against the school district in Raymondville, Texas, on the grounds that ELLs’ civil rights had been violated under the Equal Educational Opportunity Act.