ANNOTATED BIBLIOGRAPHY 1
Annotated Bibliography: The Effects of Proposition 227 on Limited English Proficiency Students
Ferrin, S. E. (1999). Reasserting language rights of Native American students in the face of Proposition 227 and other language-based referenda. JL & Educ., 28, 1. The California Anti-Bilingual Initiative; Proposition 227 was the initiative statute that is entitled English Language in the Public Schools. It sought to amend the education code of California state as well as to change the systems under which the students that are limited in language proficiency are taught in the public schools in California. Furthermore, the above statute also eliminated the bilingual education and in turn ushered in English language teaching in the public schools. Proposition mandated California to use English immersion to teach limited proficiency students. The proposition furthermore, defines the immersion of sheltered English or rather the structured English immersion as the means for language acquisition. This is where the teachers usually present the school curriculum in English at the levels appropriate for all students that are learning English. This statute shed light on challenges faced by immigrants and limited proficiency students in public schools in the United States. They found out that young students learn English better when laughing in English. This source also discovered various summaries of literature which are related to bilingual education are usually employed to support the diametrically opposite conclusion. This further suggests how interpretations of the research findings can sometimes be ambiguous as well as inconsistent. According to the author, the policies of language are the potentially hegemonic mechanisms via which various dominant ideologies related to language education are usually promoted. Further, the dialogic overtones, as well as the various meaning within any given texts, cause policy discourse which constraints interpretation and implementation.
Ellern, L. (1999). Proposition 227: The Difficulty of Insuring English Language Learners' Rights. Colum. JL & Soc. Probs., 33, 1. Anti-bilingual education initiatives as well as restrictive policies related to language threaten the progress of bilingual education. Language policies can be ideological, and language policy development can be used as a tool to promotes social equality. Language planning system can be used to account for how the micro-level interactions relate to the macro level of the social organization. Proposition 227 restricted development as well as maintenance of bilingual language in California. The fate of the bilingual education majorly relies on the language policies at multiple levels of national policies. Ethnographic studies of language policy, as well as educational language policies, are essential in formulating education policy. These two captures various layers of the language policies creations, interpretation as well as appropriation. Language policy has allowed bilingual education program to develop and maintain mother tongue literacy and also literacy in the second language. Research also found out active mother tongue development tend to serve as the sufficient foundation for the second language acquisition (interdependence hypothesis). Bilingual languages in research-based models are used assist students that are second language students. Ethnographic data collections revealed policy and program development determine the outcome of bilingual tests. Research on implementation of Title III showed improved language development.
Research supports the relative ‘effectiveness' of bilingual programs, bilingual education can be the means to fostering bilingualism as well as biliteracy for the native as well as the non-native speakers. Furthermore, the applied research in linguistic is usually appropriated within the SDP in various ways. From Eve Island, the title four consultants as well as the researchers in applied linguistic, tends to allocate the research including the voices from the outside the community of the bilingual education. Further, this usually advocates for the applied linguistic scholars including R. Ruiz to fully contextualize as well as support the educator efforts in developing the developmental bilingual pedagogy or policy.
Johnson, D. C. (2010). The relationship between applied linguistic research and language policy for bilingual education. Applied Linguistics, 31(1), 72-93.
The article describes how the restrictive policies in language usually threaten the bilingual education all over the United States. Further, the applied linguistic studies support viewed the various requirement which shows how programs should be about scientifically investigating. This is because most of the research supported the above programs promoted in SDP. Therefore, within an ideological space created at such language policy retreat, such factors tend to be maintained by the various key players who appropriate the applied linguistics studies usually has a mandate sets of rigid standards to which the policy of SDP language, as well as teachers, must learn to adapt. This study also found out that using native languages in the instruction for the LEP students tends to assist the student's in their achievement. This is the measured by the standardized tests seen in the English language and not the use of English only in the instruction of the above LEP students. The proposition may have positive effects on the English learner’s achievement. However, this is not going to turn the pupils into high performing students. This is bilingual language is not an effective way of teaching English and is not the primary cause of their low score. Re-designation standard is still problematic and unrealistic than even before proposition.
The initiative also replaces the programs related to bilingual education with the educational system that is designed to educate the LEP learners English as well as other subjects related to English in their studies. The action usually sets forth various circumstances where the LEP learners receive different waivers from the English immersion. Further, it may also be transferred into a different class where the learners are taught English including other subjects via the bilingual education techniques or rather differentmethodologies of education that permitted by the law.
Tórrez, N. M. (2001). Incoherent English immersion and California Proposition 227. The Urban Review, 33(3), 207-220
According to the author, the policies related to restrictive language threaten the bilingual education throughout the United States. For instance, the anti-bilingual initiatives had passed quickly in various states like California, the Massachusetts as well as Arizona. Other initiatives were however defeated in Colorado. Furthermore, policies from the Federal have also re-invigorated focus on the English education for the learners while obfuscating any possibilities of naïve maintaining language as well as the development of bilingual education. Interestingly, the fields for language planning as well as policies have progressed over some phases hence engendering the various frameworks that describe the process of planning the national language. Furthermore, the future of bilingual language majorly relies on the policies at various levels from the national policies to the policies in the classroom as well as other factors that are in between.
Consequently, the author further argues that most of the LPP research have adopted the top-down approaches where they examine the policy language or rather old as well as sociopolitical policies for development without considering how the language should be interpreted or appropriated. Moreover, paucity still exists related to the ethnographically informed data on the systems of education. Similarly, the author also shows how other authors argue regarding the policies of the school. For instance, some critics argue that the language policy field requires more studies related to ethnographic that will help illuminate the local systems of communication processes. Unlike the other articles, this one utilizes the discourse analysis to help in analyzing various connections between the different layers of the discourse policies. Therefore, the main articles focus is to circulate the ideas about research and how they influence the bilingual education policies. The author furthermore analyzes each and every text collected in light of the features that exist within the layers of the contexts that are intertextuality linked.
Amselle, J., & Allison, A. C. (2000). Two Years of Success: An Analysis of California Test Scores after Proposition 227. READ Abstract: Teaching English Wins.
According to Amselle and Allison, the report gives a summary of the results of the Proposition 227 in several school districts. The results are based on the STAR summary reports for the LEP students in math, reading as well as language. The report also conducts an analysis of the resignation rates of all the students in their districts. From the above data, it is evident that all the LEP students showed improvement in all their subjects. However, fewer improvements are seen for the students in the following grades. From the study, the author confirms that the youngers studies are likely to benefit more from the English immersion classes, unlike the older students. Therefore, it is significant o conclude that the English immersion test works for the youngers students as compared to the older students.
Similarly, the study concurs to the previous one in that it shows how the resignation rates within California have risen since the year1998. Further, the article also explains the methodology used by the state department of education and how it divides the English learners by that of predesignated students of the current year. From the data, it was clear that not all schools implement the English immersion in the same manner. Numerous school districts usually make intensive efforts of implementing new laws o full extent possible regardless of the opposition to the initiatives. The above article is relevant to the topic and also differs from the others because it gives accurate data regarding the Proposition 227 of the school districts. Further, it gives the number of schools that have implemented the strict Proposition 227 complain program including those who commit themselves to making the program work.
Arellano-Houchin, A., Flamenco, C., Merlos, M. M., & Segura, L. (2001). Has California's passage of Proposition 227 made a difference in the way we teach? The Urban Review, 33(3), 221-235.
According to the author, there is a definite connection between maintenance of native language as well as the academic achievement. Furthermore, bilingual education is still a critical and considered a controversial issue within the California state. It is as a result of the state's diverse population of student. Furthermore, opponents also argued that proposition would prohibit the bilingual programs used in the schools in California to teach the LEP students. Also, the opponents maintained that proposals would impose the untested methods of teaching as well as limit bilingual as well as individual assistance programs. The opponents, therefore, expressed concerns regarding the provisions of the initiatives which would permit schools to place the LEP students of varying ages as well as languages in a single classroom.
According to the proponents of the proposition, they argued understanding or learning a new language is easy for the young children. Furthermore, it is also easier when the child is immersed in the language. It concurs to the other studies that also confirms that language is easy for the young students compared to the older students. Furthermore, they also argue that the sheltered English immersion programs are more useful for teaching the English language to the LEP students. Unlike the other articles, the above study offers glossary o better situate their readers. Apart from that the article also describes the origin as well as antecedents of bilingual education. The article is also relevant because it explains the source of bilingual teaching in the USA and how it has been a controversial issue. It is because the bilingual education is majorly concerned with the relative power of different groups.
Mora, J. K. (2000, September). Policy shifts in language-minority education: A mismatch between politics and pedagogy. In The Educational Forum (Vol. 64, No. 3, pp. 204-214). Taylor & Francis Group.
The above work is relevant because the author explains how bilingual education became controversial politically despite the demands for reforms in schools as well as the public policies regarding the services for immigrants. The author, therefore, describes the shifts in policy in the language minority educations. From the study, it is clear that there existed a mismatch between pedagogy as well as politicians. From the article, the author explains how the electorate was asked to make various policy decisions with no expertise as well as competency o make the judgments related to the relative merits of the language theories.
Furthermore, the changes experience in the public policies related to education of the language minority leaners within California how they have numerous implications. The article also highlights the steps from political ideology to pedagogy. The article is also different from the others because it also provides the analysis of the relations between federal law as well as the judicial rulings related to bilingual educations. The articles give an example of the provisions of the civil rights act which guaranteed meaningful as well as useful to the minorities were challenged in the case between Lau vs. Nichols. Furthermore, there are several state as well as federal court cases since the Lau v. Nichols case and have established various requirements for the programs for language minority students. Further, the article also highlights the court rulings which upholds propositions 227. The article is, therefore, different from the others because it gives details of the court cases that describe the implementation of the scheme.
Rubio, O. G., & Attinasi, J. (2000). Teachers in post-proposition-227 southern California: Implications for teacher education. Journal of Instructional Psychology, 27(4), 273.
The study gives reports related to the implications of the Proposition 227. This represents the language policies that replace the bilingual education with a year of immersion in the Southern California. Furthermore, after initiation of the Proposition 227 that replaced bilingual education with a year of English immersion affected the state of California like the tidal wave. The article, therefore, analyzes the history of how English learners lacked the ability to begin learning as well as reading the subject matter in their homes. The report also shows the various element cores of the BCLAD which are used for teaching methodologies for illiteracy in different languages as well as teaching the practicum. It further verifies the demonstrations of the linguistic competencies in Spanish as well as the facilitations of the literacy developments in the appropriate contexts of social and cultural contexts.
Furthermore, according to the author, to reflect on the linguistic as well as academic instructional problems, the students are usually required to conduct various case studies related to the emergent readers suing different dimension of assessment, evaluations as well as instructions inprimary language and also English. The above study is therefore focuses to document various issues concerns as well as the implications of the structured English immersions for their second language pupils. It is, therefore, relevant to the above topic because it addresses the issues regarding bilingual education and documents the problems associated with the implications of English immersion. The article is also relevant to the other sections because it touches on how the cases related to bilingual are intended to assist in improving the understanding of the learners as well as teacher education.