Posted: September 19th, 2023

Legislative Events and Issues

Legislative Events and Issues

Paper instructions:
Having a historical perspective of the court cases, laws, and mandates that have shaped English language instruction policy enables teachers to understand the necessity for addressing the learning needs of English language learners (ELLs).

Complete the “Legislative Events and Issues” template (150-200 words per section) to explain each of the following and discuss how knowledge of them will affect your future professional practice.

How the following legal cases have affected the policies and laws governing language instruction in Arizona: Lau v. Nichols, Castaneda v. Pickard, Flores v. Arizona, and Plyler v. Doe.
How the following federal laws and requirements have affected accountability, assessment, funding, and identification in ELL education in Arizona: Every Student Succeeds Acts (ESSA), Title III, Title VI, and Office for Civil Rights/Department of Justice resolutions.
How the following state laws and policies have affected language acquisition methodology, student grouping, and the time frame to achieve language proficiency: Proposition 203, House Bill 2010, House Bill 2064, SB1014, and Move On When Reading.
Two current societal trends and issues in the education of ELLs.
Support your findings with a minimum of three scholarly resources.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Legal Cases Affecting Language Instruction Policy in Arizona:
Lau v. Nichols (1974) established that the lack of English instruction for students who spoke only Chinese was a violation of the Civil Rights Act. This led to the requirement that school districts take affirmative steps to overcome language barriers. Castaneda v. Pickard (1981) set a three-pronged test for determining appropriate instruction for ELLs that is still used today. Flores v. Arizona (2000) found that Arizona’s policy of restricting bilingual education was unconstitutional. Plyler v. Doe (1982) guaranteed access to public education for undocumented immigrant children. These cases helped shape laws requiring schools to provide comprehensible instruction and support for ELLs.
Federal Laws and Requirements Affecting ELL Education:
The Every Student Succeeds Act (2015) maintained a focus on accountability and support for ELLs. Title III outlines legal obligations and funding to support English language acquisition. Title VI prohibits discrimination based on national origin, including language. The Office for Civil Rights has investigated complaints and issued guidance on appropriate instructional programs. These federal policies have driven identification procedures, support services, assessments, and funding to meet the needs of culturally and linguistically diverse students.
State Laws and Policies Affecting ELL Instruction:
Proposition 203 (2000) established English-only instruction while allowing one-year structured English immersion programs. House Bill 2010 (2006) required schools to use scientifically-based reading programs and assess K-3 students. House Bill 2064 (2012) extended reading intervention requirements. SB1014 (2015) required moving students out of ELL programs after one year. “Move on When Reading” ended social promotion but provided tutoring. These Arizona policies have focused on standardized testing, restricted time in bilingual programs, and emphasized English-only methodologies.
Current Societal Trends and Issues in ELL Education:
One issue is the growing number of long-term ELLs, or students who have been in US schools for over six years but have not yet achieved English proficiency or met content standards. Another is the “double gap” faced by ELLs from low-income families, who struggle with both language and poverty. Teachers also face challenges meeting the wide range of needs in increasingly diverse classrooms. Access to technology and digital resources can help support ELLs but also risks exacerbating equity gaps. Overall, ELL achievement remains lower than native English speakers, indicating the need for improved instructional models and support systems.

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