Curriculum and Policy
DaSilva Iddings, Combs, and Moll (2012) discuss policies surrounding English language learners in the United States (ELL). The article begins by considering the nature and prevalence of this population, postulating that students from this category have come to outnumber native English speakers in American schools. This emphasizes the importance of effective English language instruction for such learners, since it would empower them to access better opportunities in the future and to become contributing members of society. According to the authors, however, educational policy in certain states hinders the ability of these students to access adequate language learning in English.
In Arizona, for example, the policy is based upon Proposition 203, which was approved for Arizona in November 2000. This initiative essentially replaces bilingual education in the state with what was known as "Structured English Immersion (SEI), by which students are to learn English only by means of using and listening to English in the classroom. One problem, which was proven by the time during which the Proposition has been in effect, is that it provided no means for the gap between ELL learners and native English speakers to close. This is why the resources for ELL learners are severely limited by the SEI classrooms, as well as preventing students from accessing a high quality education and workplace situation later on.
The authors conclude that there are three essential components of this lack of resources that need relatively immediate attention. These include the fact that there is a significant lack of attention to first-language development. This is an essential component of second-language learning. Further ELL students are segregated from native English speakers, which debilitates the interaction with native speakers that would create a significant platform for learning the new language. There is also a lack of academic emphasis. These issues need to be addressed if the situation is to be remedied.
References
DaSilva Iddings, A.C., Combs, M.C., and Moll, L. (2012). In the Arid Zone: Drying Out Educational Resource for English Language Learners Through Policy and Practice. Urban Education, 47:495
