ERIC Number: ED347837
Record Type: RIE
Publication Date: 1992-Feb
Reference Count: N/A
Meeting the Challenge of Language Diversity. An Evaluation of California Programs for Pupils with Limited Proficiency in English.
A 2-year study of California's programs for elementary and secondary school students with limited English proficiency (LEP) found that the state's explosion of LEP students has led to significant classroom innovations. Some elementary schools with large numbers of students from one non-English language have developed bilingual programs allowing students to make the transition to English instruction while keeping abreast of the core curriculum. Researchers selected 15 "exemplary" elementary schools which had implemented one of five program models: bilingual late exit, bilingual early exit, double immersion, sheltered English, and English-as-a-Second-Language (ESL) pull-out. More difficulty was found in covering the curriculum at adequate skill levels in schools with children from many language and cultural groups, but some have developed exemplary approaches, particularly when using the children's native languages as much as possible. However, despite instructional advances, state policy has lagged in establishing a coherent method for assessing the academic progress of students in the different instructional models, with the result that the schools can not be held accountable for LEP students' progress and the effectiveness of the models themselves can not be evaluated. Eight recommendations are offered on the basis of the research team's findings. (MSE)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (73rd, San Francisco, CA, April 20-24, 1992).