bilingual education

in focus

Language Partners

New York

Required to help ELLs, city to open 125 new bilingual programs

The city will launch 125 new bilingual programs under the terms of a required plan to improve the treatment of students who are classified as English language learners. Test scores and high school graduation rates for ELLs lag far behind the city average, and last summer the state told then-Chancellor Joel Klein to produce a "corrective action plan" for how to serve the students better. That plan, released today and posted below, sets out an ambitious remediation schedule — and also highlights just how much the city has lagged in providing legally mandated services to ELLs. In the plan, the city promises to reduce the number of ELLs whose teachers are not trained to work with them and to punish schools that fail to provide services to which ELLs are entitled. It also promises to launch 125 new bilingual programs by 2013, including 20 this school year, on top of the 397 that are already open. The new programs will open in districts with many ELLs and where parents say they prefer their children placed in classrooms where instruction takes place in two languages, rather than in English-only classes with extra help for non-native speakers. The city has hired Ernst & Young, an auditing group, to monitor whether parents' choices are honored. Some of the new programs will open in high school campuses where no bilingual instruction currently takes place. When he approved several school closures in July, State Education Commissioner John King expressed concern about whether new high schools would serve the same students who attended the schools that closed. The plan commits to opening new programs when existing ones phase out along with their schools.
New York

Debating bilingual education, English immersion, and the election

At the New York Times blog Campaign Stops this week, two education scholars are debating the best policies for English Language Learners. Bruce Fuller, a professor of education and public policy at UC Berkeley, argues that research backs up bilingual programs, which provide instruction in both English and the child's native language: Even a Bush administration review of controlled classroom experiments — seeking to identify what works in language teaching — found stronger achievement gains for students enrolled in quality bilingual programs, compared with English-immersion classrooms. Yet a skilled bilingual teacher is crucial, one who understands the knowledge and social norms that children acquire at home, and how to build from the first language to advance rich oral language and then written literacy. It’s a no-brainer for students attending schools in Europe and East Asia. Fuller notes that Barack Obama favors transitional bilingual programs, which aim to move children to English-only instruction as quickly as possible, but provide support in the native language along the way. This is different from dual language programs, which promote written and oral fluency in both languages. Of course, as commenters at the Campaign Stops blog point out, the quality and language background of the teacher matters immensely if either type of bilingual program is to work, and in schools with a wide range of native languages spoken, bilingual instruction may not be realistic. Fuller adds that other Obama proposals, like quality preschool programs and recruitment of excellent teachers, can also help close the achievement gap for these students. He emphasizes the importance of education for Hispanic voters in a number of swing states, and writes that John McCain has had "little to say to Hispanic parents" about education. In response, Lance T. Izumi, senior director of education studies at the Pacific Research Institute for Public Policy, uses Sixth Street Prep, a high-achieving southern California charter school, as anecdotal evidence that English immersion is better for students: