June 26, 1998
CATESOL believes that, should the courts allow implementation of Proposition 227, it is incumbent upon all of us to make its provisions as workable as possible for California’s 1.5 million English language learners and for all students. The proposition as written mandates sweeping educational change, and the methodology is untested on such a large scale. Reconfiguring classrooms and pedagogy on this scale will affect all students, and there is much at stake.
CATESOL believes that the provisions of this proposition are better implemented with adequate timelines rather than in a rushed fashion. Many schools districts and students have several different starting dates. Having different program requirements for students on different schedules would be chaotic.
Proposition 227 is based upon the authors’ belief that programs in California are failing to teach students English for school success. There is no reason to disrupt local programs which have demonstrated success, as measured by student achievement and community support. Therefore, CATESOL recommends that the Board consider granting district level waivers where the above-named conditions exist.
Proposition 227 requires, and sound policy dictates, that parents be fully informed of all educational options available to their children. Towards this end we believe expanded duties have been placed on schools and teachers to make sure that information on programs is available to all parents. Such information should be presented in English and in the language understood by parents.
The proposition appears to require that students younger than 10 years of age be placed in an English immersion classroom for 30 days before they can be determined to have educational needs requiring an alternative program. The first month of school is critical for young children, and an inappropriate program can be traumatic. CATESOL believes the Board should clarify this provision so that parents of younger children have the right to place their children in an alternative program in a more timely fashion.
CATESOL supports keeping in place the current procedure requiring the Home Language Survey and the use of state approved assessments to determine English language proficiency, the current redesignation procedures, and the current language census.
The proposition mandates two forms of classes: "structured English immersion" and "mainstream English classrooms". Where there are no district waivers, and where parents wish to have their children in these classes, CATESOL suggests that students at beginning levels of English language proficiency be placed in the "structured English immersion" classrooms. On a five-point scale, children with proficiency levels up to 3 should be placed in courses consistent with sheltered English immersion. This would permit the application of the timeline defined in the initiative as "not normally to exceed one year". Programs for students at intermediate proficiency levels 4 and 5 should be placed in "mainstream English classrooms".
CATESOL believes that existing programs which may be called English Language Development (ELD) classrooms, sheltered classrooms, secondary ESL or ELD classes and secondary sheltered or Specially Designed Academic Instruction in English (SDAIE) classes, should all be permitted to continue in their present form since these classes are conducted overwhelmingly in English using English language instructional materials.
CATESOL supports the maintenance of current state credentialing requirements, for teachers of all program configurations.
CATESOL supports regulations mandating ongoing assessment of English language learners. Assessments should measure growing proficiency in oral English as well as reading and writing. Language assessment should be separate from measuring achievement in the core curriculum. If students are not progressing under programs mandated by this initiative, there should be options for alternative programs.
CATESOL believes that funds to provide English language instruction to adults should be allocated only to schools, community colleges, and community-based organizations which have demonstrated effective programs in teaching adults English, and in which teachers are appropriately credentialed to provide such instruction. We recommend that priority be given to funding programs which provide linkages between the adult sites and local elementary and secondary schools.
CATESOL recognizes that the implementation of this proposition will require extraordinary effort by the State Board of Education, the Department of Education, teachers, administrators, teacher educators and professional organizations. We offer our skills and expertise, in the interest of the best possible educational environment for California’s students.
July 1, 1998 | Return to top
(a)-(c) "Good working knowledge of English", "temporary transition period not normally to exceed on year" and "English language mainstream classes".
CATESOL believes that these three terms must be dealt with together.
CATESOL members have taught and evaluated English language learners in a variety of instructional settings, both bilingual and English only. Our experience tells us that the structure for the education of English language learners, as set forth in this article, will be difficult to implement in a way that is beneficial to students. Only a small handful of students are ready to progress from a "newcomer" class to a mainstream English class after only a year of instruction.
CATESOL believes that the key to implementation of this proposition will be the definition of a "good working knowledge of English". If this is defined as a minimal competency in speaking and listening, many students would indeed be able to move to a mainstream class after a year. However, we believe that most of these students would fail to achieve academic success in that mainstream class because they still have a limited level of understanding spoken English, as well as reading and writing. This would not permit them to achieve in the English curriculum at the same level as children from English- speaking homes.
In contrast, if "working knowledge" is defined as having close to grade level competencies in listening, speaking, reading and writing in English, most students will take far more than a year to achieve this.
There are many existing instructional settings designed for English learners, but taught overwhelmingly in English. These settings are sometimes defined as "CLAD" or "sheltered classrooms" at the elementary level. At the secondary level, these settings are called "English Language Development classes" and "Specially Designed Academic Instruction in English" (SDAIE) content classes. At a minimum, CATESOL would like to see such classes included within the definition of "mainstream English classes" and therefore permitted under the law.
In addition, we would like to see guidelines which address accountability and provide mechanisms to monitor student learning once they are placed in "mainstream" classes, however defined.
Proposition 227 requires, and sound policy dictates, that parents be fully informed of all educational options available to their children. Towards this end we believe expanded duties have been placed on schools and teachers to make sure that information on programs is available to all parents. Such information should be presented in English and in the language understood by the parents.
The proposition appears to require that students younger than 10 years of age be placed in an English immersion classroom for 30 days before they can be determined to have educational needs requiring an alternative program. The first month of school is critical for young children, and an inappropriate program can be traumatic. CATESOL believes the Board should clarify this provision so that parents of younger children have the right to place their children in an alternative program in a more timely fashion.
Proposition 227 also states that if 20 students or more of a given grade level in an individual school receive a waiver the school must offer such an alternative course of study or allow the students to transfer. Contrary to current law, CATESOL believes that the measure refers to 20 students of any language, not 20 students who have the same primary language.
The measure states that waivers are to be granted "under guidelines established by and subject to the review of the local Board of Education and ultimately the State Board of Education." CATESOL believes that the State Board of Education should review local Board guidelines only upon an appeal.
July 8, 1998 | Return to top
CATESOL would like to clarify that:
In response, CATESOL recommends that: