Abstract
For more than three decades US language education policy was realized through the Bilingual Education Act, enacted in 1968 to meet the educational needs of language minority students. The Bilingual Education Act emphasized bilingual education and provided options for the development of students’ native language as well as their English language proficiency and academic achievement. In 2002 the Bilingual Education Act expired and was replaced by the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Drawing on Ricento and Hornberger’s [(1996) TESOL Quarterly, 30(3), 401--428] ‘onion metaphor’ for the multi-layered nature of language planning and policy, this paper considers the potential impact changes in language education policy may have on programs and practices for language minority students. A summary of interview responses from a small sample of Southern Oregon educators provides an added perspective.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
Abbreviations
- LEP:
-
Limited English Proficient
- OBEMLA:
-
Office of Bilingual Education and Minority Language Affairs
- OELALEAALEPS:
-
Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited-English-Proficient Students
References
Jamal Abedi (2004) ArticleTitleThe No Child Left Behind Act and English language learners: Assessment and accountability issues Educational Researcher 33 IssueID1 4–14
Jamal Abedi Carolyn H. Hofstetter Carol Lord (2004) ArticleTitleAssessment accommodations for English language learners: Implications for policy-based empirical research Review of Educational Research 74 IssueID1 1–28
Anonymous (2004). A closer look at scientifically based research–what the words mean. The Journal. Retrieved from vault/A4684A.cfm on February 20, 2004.
Colin Baker (1996) Foundations of bilingual education and bilingualism. Multilingual Matters Clevedon, UK
David Berliner (2002) ArticleTitleEducational research: The hardest science of all Educational Researcher 3 IssueID8 18–20
Laurie Burnham-Massey Marilyn Pina (1990) ArticleTitleEffects of reading instruction on English academic achievement of LEP children Reading Improvement 27 129–132
Virginia Collier (1992) ArticleTitleA synthesis of studies examining long-term language minority student data on academic achievement Bilingual Research Journal 16 IssueID(1&2) 187–212
Virginia Collier (1995) Promoting academic success for ESL students New Jersey Teachers of English to Speakers of Other Languages-Bilingual Educators New Jersey
Crawford, James (2002a). “Accountability” versus science in the bilingual education debate (EPSL-0204-101-LPRU). Education Policy Studies Laboratory. Retrieved from http://www.asu.edu/educ/epsl/LPRU/features/article3.htm on February 18, 2004.
Crawford, James (2002b). Obituary: The bilingual education act, 1968–2002.Retrieved from JWCRAWFORD/T7obit.htm on September 12, 2003.
Jim Cummins (1976) ArticleTitleThe influence of bilingualism on cognitive growth: A synthesis of research findings and explanatory hypotheses Working Papers on Bilingualism 9 1–43
Jim Cummins (1979) ArticleTitleCognitive-academic language proficiency, linguistic interdependence, optimal age and some other matters Working Papers in Bilingualism 19 197–205
Jim Cummins (1981) ArticleTitleAge on arrival and immigrant second language learning in Canada: A reassessment Applied Linguistics 11 IssueID2 132–149
Jim Cummins (1984) Bilingualism and special education: Issues in assessment and pedagogy. College-Hill San Diego, California
Jim Cummins (1992) Language proficiency, bilingualism, and academic achievement. Patricia A. Richard-Amato Marguerite Ann Snow (Eds) The multicultural classroom Longman White Plains, New York 16–26
Garza ParticleDe La Jesus Valenzuela Medina Marello (1985) ArticleTitleAcademic achievement as influenced by bilingual instruction for Spanish-dominant Mexican American children Hispanic Journal of Behavioral Sciences 7 IssueID3 247–259
Frederick Erickson Kris Gutiérrez (2002) ArticleTitleCulture, rigor, and science in educational research Educational Researcher 31 IssueID8 21–24
Nancy H. Hornberger (2002) ArticleTitleMultilingual language policies and the continua of biliteracy: An ecological approach Language Policy 1 IssueID1 27–51
Nancy H. Hornberger (Eds) (2003) Continua of biliteracy: An ecological framework for educational policy, research and practice in multilingual settings. Multilingual Matters Clevedon, UK
Improving America’s Schools Act of 1994. Public Law 103-382 (October 20, 1994) United States Congress.
Krashen, Stephen (1999, May 6). Bilingual education: Arguments for and (bogus) arguments against. Paper presented at the Georgetown University Roundtable on␣Language and Linguistics. Georgetown: Washington, D.C. Retrieved http://ourworld.compuserve.com/homepages/JWCRAWFORD/Krashen3.htm on February␣20, 2004.
Stephen Krashen Jeff McQuillan (1999) ArticleTitleStructured immersion falls short of expectations: An analysis of Clark (1999) NABE News 23 IssueID1 13–15
Eileen Mortensen (1984) ArticleTitleReading achievement of native Spanish-speaking elementary students in bilingual vs monolingual programs. Bilingual Review 11 IssueID3 31–36
No Child Left Behind Act of 2001. Public Law 107-110 (January 8, 2002). United States Congress.
Ramirez, J. David, Yuen, Sandra. D., & Ramey, Dena R. (1991). Final report: Longitudinal study of structured English immersion strategy, early-exit and late-exit programs for language-minority children. Report submitted to the US Department of Education. San Mateo, California: Aguirre International. Retrieved from http://www.ncela.gwu.edu/pubs/ramirez/longitudinal.htm on February 25, 2004.
Thomas K. Ricento Nancy H. Hornberger (1996) ArticleTitleUnpeeling the onion: Language planning and policy and the ELT professional TESOL Quarterly 30 IssueID3 401–428
Richard Ruiz (1984) ArticleTitleOrientations in language planning NABE Journal 8 15–34
Harold F. Schiffman (1996) Linguistic culture and language policy Routledge New York
Wayne Thomas Virginia Collier (1995) ArticleTitleLanguage minority achievement and program effectiveness California Association for Bilingual Education Newsletter 17 IssueID5 19–24
Wayne Thomas Virginia Collier (1996) ArticleTitleLanguage-minority student achievement and program effectiveness NABE News 19 IssueID6 33–35
Wayne Thomas Virginia Collier (1997) School effectiveness for language minority students. National Clearinghouse for Bilingual Education Washington, DC
Toukomaa, Pertti, & Skutnabb-Kangas, Tove (1977). The intensive teaching of the mother tongue to migrant children at pre-school age (Research Report No. 26). Department of Sociology and Social Psychology, University of Tampere.
US Department of Education (2002). Strategic goal four: Transform education into an evidence-based field. Washington, DC: US Department of Education. Retrieved from http://www.ed.gov/about/reports/strat/plan2002-07/plan.pdf on February 25, 2004.
US Supreme Court (1974). LAU v. NICHOLS, 414 U.S. 563. Retrieved from FindLaw.com ? court=us&vol=414&invol=563 (para 15 & 16) on November 5, 2003.
Lily Wong Fillmore (1991) Second language learning in children: A model of language learning in social context Ellen Bialystok (Eds) Language processing in bilingual children Cambridge University Press Cambridge 49–66
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Evans, B.A., Hornberger, N.H. No child left behind: repealing and Unpeeling federal language education policy in the united states. Lang Policy 4, 87–106 (2005). https://doi.org/10.1007/s10993-004-6566-2
Received:
Accepted:
Issue Date:
DOI: https://doi.org/10.1007/s10993-004-6566-2