With a rising tide of immigrant and refugee students in U.S. schools, helping “English Language Learners” actually learn English — and master academic subjects — is more critical than ever. ELL education is moving beyond the bilingual vs. English debate, I write in Education Next.
I visited Hoover School in Redwood City (south of San Francisco), where 95 percent of students coem from low-income and working-class Latino families.
Ocean animals was the theme in pre-kindergarten classes at a California school in early May. Some pre-K teachers introduced “octopus” and “tentacle,” while others taught “pulpo” and “tentaculo.” In all the pre-K classes, children acted out vocabulary words with hand movements, sang songs, and played a guess-the-ocean creature game. Then they moved to tables, where some of them painted paper octopuses, while others gingerly smelled, touched, and then dangled little octopuses from a local fish market.
Starting in pre-K, Hoover students “talk, sing, chant, move, explore, experiment, and play in language-rich, text-rich, information-rich environments,” I write. “They dictate stories to volunteers, write letters, keep journals, and see their writing “published” in bound books.
“Pushed by No Child Left Behind’s accountability goals and pulled by college-for-all expectations, English Learner education is shifting “from the language of instruction to the quality of instruction,” says Kenji Hakuta, a Stanford professor who specializes in language learning.
Common Core exams are accelerating the move away from the old bilingual model. Principals want kids who will be tested in English to be taught in English.
However, “dual immersion” schools are growing in popularity. Educated suburban parents want their kids to be fluent in two languages. Quality tends to be high: These schools can’t dumb down expectations or use bilingual aides instead of teachers, because middle-class parents won’t stand for it.
In 1998, Californians passed Proposition 227, which limited bilingual education. A measure to repeal most of 227 is on the November 2016 ballot. It would let children be placed in non-English instruction without parental waivers. I think it has no chance of passing.
“When 227 passed, I thought it would be a disaster,” Frances Teso, a former bilingual teacher, told me. “Now I think it was a good thing in some ways. It eliminated a lot of low-quality bilingual programs and opened the door to better-quality programs.”
Teso founded Voices College-Bound Language Academy, a high-performing K-8 charter school in San Jose that uses a modified dual-immersion model.