History of ELL and Bilingual Trasition Education - Essay Example

However, this is not the same case for the students who are “English Learners” and they need to receive their education via a sheltered English immersion curriculum during the critical transition period. These programs provide all the necessary classroom materials and instructions in English, but also encompass the application of the pupil’s indigenous language when requirement comes. The transition period lasts for approximately a period of one year, but it does not go beyond this threshold.

After the child acquires a good and working knowledge in English, the administration moves the student to the regular class to continue with the rest of the gang. This allows guardians or parents to have the ability to apply for waivers from involvement in English immersion classes if their children already have a deep sense of English, or if they have special needs. This adversely affects the way that teaching occurs in the classroom. Teachers are well aware of the challenges they have to put up with and this means that they need to improve on how they deal with their students.

The teachers modify their syllabuses to cater for these children as it is important to note that children have different needs and the role of the teacher is to treat each child respectfully and mold the best for them to attain their full potential (Olivia & Bernard, 2012, p. 377). The Flores Consent Decree A consent decree is a stipulated judgment that plays the role of memorializing a charitable agreement between concerned parties to a filed case in revalidation for withdrawal of a criminal charge or in other words to end a public litigation.

In the classic consent decree, the defendant agrees to the case or has already ceased the conduct suspected by the plaintiff to be illegal and also consents to a court injunction that bars a repeat conduct in the future. The Flores Consent Decree argued that the programs initiated by the government did not receive sufficient funding to carry out their roles and the Department of Education failed immensely in ensuring that schools provided necessary and adequate programs. The five main provisions for the decree included the quality of programs, standards for English proficiency, compensatory instruction, IEPs, and monitoring exited students.

These were the crucial areas the decree decided to focus much of its attention. The provisions necessary for the implementation of the decree included uniform standards vital to determining English expertise, comparable curriculums for English students, compensatory instructions for students who do not show any signs of progress and regular supervision by the ADE. In a nut shell, the Flores declaration involved mandates that referred to the identification, evaluation, reassessment, instructive services and program observation for English Language Learners educational programs in schools.

However is imperative to highlight the fact that once the parties enter the agreement, it is almost impossible to review the terms and conditions except in cases where they establish one of the parties obtained the decree by fraud (Ariz, 2005, p.77). Excerpts from Lau v. Nichol Lau v. Nichols (414 U.S. 563 of 1974) was a civil liberties case