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ESL exam 154 Domain3
| Question | Answer |
|---|---|
| C8 How, when, and why did attitudes about ESL education shift during the 20th century? | How- Shift against support for ESL education When- Late 19th century and after WW1 Why- Patriotic call to unify under common language |
| C8 Between the 1920s and 1960s what was expected of EBs? | To assimilate |
| C8 Plessy v Ferguson (1896) | "Separate but equal" ruling Implication for ESL: Publics schools were able to remain segregated |
| C8 Meyer v Nebraska (1923) | Nebraska passed law prohibiting schools from teaching children languages other than English. US Supreme Court declares unconstitutional. Implication for ESL: Bilingual education could not be outlawed |
| C8 Brown v Board of Education (1954) | Supreme court reverses Plessy v Ferguson Implication for ESL: Separating children in public schools on the basis of race was unconstitutional |
| C8 Lau v Nichols (1974) | Schools offered no programs for Chinese-speaking students, courts rule that is unequal opportunity Implication for ESL: Goal of effective ESL programs must include both English language proficiency and equitable access to instructional content. |
| C8 Castañeda v Pickard (1978) | Schools not following Lau ruling. Implication for ESL: 3 part test to assess program models' effectiveness - Based on sound educational theory - Implemented effectively (personnel, instructional materials, space) - Monitored |
| C8 Plyler v Doe (1982) | Prior Texas education laws allowed state to withhold funds from local school districts for educating children of undocumented immigrants Implication for ESL: All children living in US entitled to free public education regardless of immigrant status |
| C8 Civil Rights Act (1964) | Established that public schools, which receive federal funds, could not discriminate against English learners Implications for ESL: reinforced earlier Supreme Court decisions requiring schools to provide substantive programs and services for ELLs |
| C8 Bilingual Education Act (1968) | First comprehensive federal initiative that helped shape education policy for ELLs Implications for ESL: Funding was available for different types of Bilingual Education programs |
| C8 No Child Left Behind (2001) | Main law for K-12 General Education in US from 2001 to 2015 Implications for ESL: Accountability standards put in place in form of standardized tests, academic content, and English language acquisition as well as assessments in Spanish. |
| C8 Every Student Succeeds Act (2017) | Replaced NCLB, acknowledges unique needs of ELs Implications for ESL: States must create uniform processes for identifying and reclassifying ELs. Focus on accountability of subgroups of ELs (ELs with disabilities, newcomers, long-term ELs (LTELs)) |
| C8 What are 2 main instructional requirements for ESL/bilingual programs? | All programs must: - Provide EBs with targeted language instruction in English that embraces linguistically sustaining practices (LSP) -Address affective, linguistic, and cognitive needs of EBs |
| C8 What kind of ESL programs can be implemented and who chooses? | Districts can choose between content based or pull-out methods |
| C8 What kind of bilingual programs can be implemented and who chooses? | District can choose between: - Transitional Bilingual Late Exit - Transitional Bilingual Early Exit - Dual language immersion One-Way - Dual language immersion Two-Way |
| C8 What guidelines does the Department of Education give about advocacy for ESL education? | Advocacy involves: - Taking steps when barriers within the educational system affect EBs - Both individuals and institutions have a role at micro and macro levels -Collaborative efforts have the most impact |
| C8 What requirements must ESL and Bilingual programs in Texas meet? | Must: 1. Be integral parts of gen ed 2. Seek certified teachers for EBs to master TEKS 3. Ensure full access to participation for EBs 4. Develop proficiency in all domains of English 5. Develop students’ literacy and academic language skills |
| C8 When must a district have a bilingual program? | When they have 20 or more EBs in the same grade who speak the same primary language |
| C8 What grades are bilingual programs offered? | PreK-5th (or 6th if clustered in elementary) |
| C8 When must a district provide an ESL program? | If they have even 1 identified EB |
| C8 What grades are ESL programs offered? | PreK-12th |
| C8 Transitional Early exit bilingual programs | Focus on English, reclassify between 2&5 yrs, certified bilingual teacher for grade level and content area |
| C8 Transitional Late exit bilingual programs | Focus on English, reclassify between 6&7 yrs, certified bilingual teacher for grade level and content area |
| C8 Dual language immersion one-way | Focus on English AND another language (all students learning Eng), reclassify between 6&7 yrs, certified bilingual teacher for other language/ ESL teacher for English |
| C8 Dual language immersion two-way | Focus on English AND another language (some students primary is Eng, some partner lang), reclassify between 6&7 yrs, certified bilingual teacher for other language/ ESL teacher for English, |
| C8 LPAC | Language Proficiency Assessment Committee |
| C8 ESL programs must address the __________, ____________&___________ needs of EBs | affective, linguistic, cognitive |
| C9 LSP | Linguistically Sustaining Practices: Intentional approaches to education that are asset-based and make learning meaningful through targeted connections to students' cultures, languages, and life experiences |
| C9 Levels of culture (iceberg) | 1. Visible traditions and practices 2. Surface level social norms 3. Underlying belief systems |
| C9 Phases of adjustment for newcomer students: #1 | Excitement phase Students may show enthusiasm and curiosity about their new surroundings. Everything feels fresh and interesting, and they may be eager to participate and explore. |
| C9 Phases of adjustment for newcomer students: #2 | Discomfort phase Students begin to notice differences that feel confusing or upsetting. Their own ways of being may be misunderstood, and unfamiliar behaviors may feel uncomfortable. This can lead to frustration, anxiety, or withdrawal. |
| C9 Phases of adjustment for newcomer students: #3 | Understadning phase With time and positive experiences, students begin to make sense of their new environment. They start to see how things work, find humor in differences, and feel more confident navigating daily life. |
| C9 Phases of adjustment for newcomer students: #4 | Belonging phase Eventually, students feel more at home. They recognize the value of their own background while also feeling comfortable in their new setting. This balance helps them thrive both socially and academically. |
| C9 Maslow's theory | Human physiological needs such as safety, security, a sense of belonging, and self-esteem must be met first in order to reach one’s full potential and achieve any cognitive goals. |
| C9 Ethnocentrism | The belief that one’s own group or way of life is better than others. This often involves making incorrect assumptions about others based only on one’s own limited experiences. |
| 1st stage of culture shock | Honeymoon Stage: Few days-few weeks. Feelings of excitement, euphoria, anticipation, and eagerness as everything and everyone is new and exciting. |
| 2nd stage of culture shock | Disintegration or Distress Stage: As newness fades, initial emotions are replaced with anxiety and depression. The newcomer begins to feel confused, isolated, and inadequate and struggles in new environment |
| 3rd stage of culture shock | Reintegration Stage: The negative thoughts and feelings escalate to anger and sometimes despair as the newcomer experiences a constant inability to function. May reject aspects of U.S. culture such as the food, people, and language. |
| 4th stage of culture shock | Autonomy Stage: The newcomer becomes more familiar and comfortable with new home. Feels less homesick and isolated as they begin to establish a support system. Better able to handle frustrating situations gains confidence in navigating culture |
| 5th stage of culture shock | Independence Stage: Begins to appreciate the similarities and differences between home country and US. Begins to see US as home. Feelings of success grows as they become more bilingual and bicultural. Comfortable and confident. |
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