Home Home Home About Us Home About Us About Us About Us /links/index.html /links/index.html /links/index.html /advertising/index.html /links/index.html /advertising/index.html /advertising/index.html /advertising/index.html About Us About Us /archives/index.html About Us /archives/index.html About Us /archives/index.html /archives/index.html /subscribe/index.html /archives/index.html /subscribe/index.html /archives/index.html /subscribe/index.html /subscribe/index.html /survey/index.html /subscribe/index.html /survey/index.html /subscribe/index.html /survey/index.html /survey/index.html /survey/index.html /links/index.html /survey/index.html /links/index.html /links/index.html /links/index.html
HomeAbout UsAbout Us/links/index.html/advertising/index.html/advertising/index.html
About Us/archives/index.html/archives/index.html/subscribe/index.html/subscribe/index.html/survey/index.html/survey/index.html/survey/index.html/links/index.html

Cover Story
Spotlight On Schools
Featured Columnists
Letters
Books
Business of Education
Careers
Children's Corner
Colleges & Grad Schools
Commentary
Continuing Education
Editorials
Languages
Law & Education
MEDICAL UPDATE
MetroBEAT
Movies & Theater
Museums
Music, Art & Dance
Politics In Education
Special Education
Sports & Camps
Technology in Education
Travel
1995-2000
2001
2002
   
 
New York City
November 2002

The Debate Over English Language Acquisition
By Kara H. Stein & Heidi Fisher

In the past decade, as the student population in the U.S. has grown increasingly ethnically and linguistically diverse, the debate around English language acquisition has come to the forefront of national educational policy. In 2001, for example, almost 3 million students in the U.S. were enrolled in programs for English language learners; approximately 75 percent of these students are from nations whose principal language is Spanish. Moreover, the majority of English language learners have matriculated into public school systems in urban and rural areas, which face increasingly restricted physical and pedagogical resources and a lack of qualified (i.e., fully certified and/or competently-trained) English language acquisition instructors. Schools now face the challenge of educating more English language learners than ever before–in the midst of rising academic standards, diminished resources, and an increasingly technology-based economy.

The debate between proponents of traditional bilingual education programs–which use students’ native languages to help them learn English and content areas–and those who favor an English language immersion approach–teaching new English learners only in English–is being played out across the country. For example, legislation that severely restricts or completely eliminates bilingual education was enacted in California in 1998 and Arizona in 2000. Similar initiatives will be voted on this fall in Massachusetts and Colorado.

Exacerbating the problem is the fact that new English language learners, previously exempt from many standardized exams, are now required by federal law to take most of these tests. This only increases the need for innovative and effective ways of educating these students, since in some cases decisions about monetary rewards and sanctions for individual schools and districts are based on students’ scores on standardized exams.

In June 2000, the American Jewish Committee (AJC), an organization dedicated to improving education and advocacy for human rights around the world, adopted a statement in which it reaffirmed its commitment to public education. It stated, “AJC believes there must be a rededication to public education on the national, state, community, and family levels so that the public schools can fulfill their promise as democratic institutions and launching pads of opportunity for all children.” In keeping with this position, AJC believes that the ultimate goal of public schools is to prepare all students to be full participants in American civic life
and to maximize their chances for individual success.

Applying these principles to the English language acquisition debate, AJC believes that both bilingual and English-only immersion approaches can be effective ways of incorporating new English language learners into the linguistic, social, and economic mainstream of American society and thus strongly opposes legislation that mandates one methodology or approach over another. Schools should have access to a range of options that can be tailored to meet the needs of students, based on their backgrounds, prior levels of educational attainment, age, and knowledge of specific content areas. Whichever program or methodology schools decide to use, AJC believes that its primary aim should be facilitating students’ proficiency in English as quickly as possible.

The education of America’s diverse children is a matter of concern to all of us. Our public schools must find a way to teach English language learners both English and subject matter content. The health of our democracy depends upon it.#

Kara H. Stein is Assistant Legal Director of the American Jewish Committee. Heidi Fisher is Public Education Consultant to the American Jewish Committee.

Name:-
E-mail:
City: State:
Comments:

Education Update, Inc., P.O. Box 20005, New York, NY 10001.
Tel: (212) 481-5519. Fax: (212) 481-3919.Email: ednews1@aol.com.
All material is copyrighted and may not be printed without express consent of the publisher. © 2002.


LANGUAGES
DIRECTORIES