The Miseducation of English Learners
The Miseducation of English Learners
The Miseducation of English Learners
The Miseducation of English Learners
The Miseducation of English Learners
The Miseducation of English Learners
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The Miseducation of English Learners

A Tale of Three States and Lessons to Be Learned

Grace P. McField

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Paperback / softback
27 December 2013
$163.00
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The Miseducation of English Learners examines the initial policy impact of Structured EnglishImmersion (SEI), an English-only program mandated for English Learners (ELs) in California,Arizona, and Massachusetts in the United States. The book features analyses of: the legal contextand parameters of SEI; research history on SEI; SEI language policy and policy implementationaccording to situated context; and the educational priorities and legal rights of ELs. The bookexamines the history of SEI in the educational research literature and as it has been interpreted inthe context of the legal requirement for schools to take "appropriate action" to meet the needs ofELs following the historic Lau v. Nichols (1974) court decision. The Miseducation of EnglishLearners also presents and considers the implementation of SEI in comparative contexts from variousperspectives including teacher education, the classroom, and legal. In several of the chapters,SEI implementation is examined in concert with other factors that have effected the teaching andprogress of ELs such as Senate Bill 2042 (2001) that overhauled the teacher education process in California, and the federal No ChildLeft Behind legislation (signed into law on January 8, 2002). Moreover, the book provides implications and recommendations forteaching, research, advocacy, and policy change.The Miseducation of English Learners addresses and invites the readers to consider the following key questions:• How "appropriate" is the mandated SEI program for ELs, both in substance and in the one-year duration as specifiedin the three voter-initiated propositions (Proposition 227, Proposition 203, and Question 2)?• What issues, themes, and patterns can be noted in the implementation of SEI in California, Arizona, and Massachusetts?• Why might the student outcomes not show the desired results in measures such as achievement test scores or dropout rates?• What necessary changes are called for in order to enhance (or in some cases supplant) the SEI programs and servicesin place for ELs?• Are ELs, parents, and other stakeholders able to thoughtfully select desired andoptimal instructional programs, and participate meaningfully in the educationalprocess of language minority students under the SEI mandates?
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The Miseducation of English Learners

$163.00

Description

The Miseducation of English Learners examines the initial policy impact of Structured EnglishImmersion (SEI), an English-only program mandated for English Learners (ELs) in California,Arizona, and Massachusetts in the United States. The book features analyses of: the legal contextand parameters of SEI; research history on SEI; SEI language policy and policy implementationaccording to situated context; and the educational priorities and legal rights of ELs. The bookexamines the history of SEI in the educational research literature and as it has been interpreted inthe context of the legal requirement for schools to take "appropriate action" to meet the needs ofELs following the historic Lau v. Nichols (1974) court decision. The Miseducation of EnglishLearners also presents and considers the implementation of SEI in comparative contexts from variousperspectives including teacher education, the classroom, and legal. In several of the chapters,SEI implementation is examined in concert with other factors that have effected the teaching andprogress of ELs such as Senate Bill 2042 (2001) that overhauled the teacher education process in California, and the federal No ChildLeft Behind legislation (signed into law on January 8, 2002). Moreover, the book provides implications and recommendations forteaching, research, advocacy, and policy change.The Miseducation of English Learners addresses and invites the readers to consider the following key questions:• How "appropriate" is the mandated SEI program for ELs, both in substance and in the one-year duration as specifiedin the three voter-initiated propositions (Proposition 227, Proposition 203, and Question 2)?• What issues, themes, and patterns can be noted in the implementation of SEI in California, Arizona, and Massachusetts?• Why might the student outcomes not show the desired results in measures such as achievement test scores or dropout rates?• What necessary changes are called for in order to enhance (or in some cases supplant) the SEI programs and servicesin place for ELs?• Are ELs, parents, and other stakeholders able to thoughtfully select desired andoptimal instructional programs, and participate meaningfully in the educationalprocess of language minority students under the SEI mandates?

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