Crawford has written in support of Krashen’s and Cummins’ theories, in that the exposure to a new language doesn’t lie within the repetition, but from the quality of the exposure, or input, that the learner is receiving. He advocates in support of immersion within that language for more successful acquisition.

But he also points out the shortcomings with policies such as No Child Left Behind in that the law doesn’t adequately address all of the challenges that second-language learners face with respect to setting goals for academic excellence that are too difficult to achieve because schools are ill-equipped to help these students reach the prescribed accomplishments. He feels that the mandates in place under the law are too “one size fits all”. While they may prove effective to native language students, they don’t take into account the difficulties second language learners face in not just understanding English, but succeeding with their studies in other topics and subjects. Crawford has argued that second language learners need particular assessments that are more in tune with their needs, but they are woefully under-served in this regard. They need unique instructional programs, alternative teaching models, comprehensive diagnosis and monitoring procedures in place to determine proper proficiency levels in a bid for greater accountability for their academic success. For these children, social and economic development could become greatly stunted and, as a result, they will fall behind in the American experience as adults.

Check out the video trailer for the popular elementary book, Letters Forever.

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“The Seal of Biliteracy is an award given by a school, school district, or county office of education in recognition of students who have studied and attained proficiency in two or more languages by high school graduation.”

Californians Together was and is a leading force behind this initiative. Dr. Laurie Olsen shares on Colorín Colorado that Californians Together “is comprised of statewide parent, professional and civil rights organizations focusing on improving policy and practice for the education of English Learners.” They produced the criteria, materials, workbooks, workshops, policies, application materials, assessment approaches, awards, and conference presentations that led up to the establishment of the California Seal of Biliteracy. 63 school districts, The California School Boards Association, teachers’ unions, the Association of California School Administrators, proud parents and communities, and Chambers of Commerce also contributed support to this bilingual recognition initiative.

A Seal of Biliteracy can be given by individual schools, districts, or regional entities. It is vital that the communities evaluate whether their seal is meant to serve as a work force training initiative, educational innovation initiative, multicultural connection initiative, or a combination of the three. Schools can use assessment and transcripts to certify student proficiency. Some school districts, such as the Anaheim Union High School District and the Los Angeles Unified School District, tie the initiative into their established goals for preparing students to be active and productive members of 21^st century communities. Some districts are also initiating “pathway” awards for younger students to reward and encourage their developments in biliteracy.

Californians Together shares that “Mastery of two or more languages is an important 21st century skill, with economic, social and personal benefits.”

The Seal of Biliteracy Initiative seeks to honor rather than critique biliteracy and all its rewards. It is growing in momentum and popularity across the U.S., with 17 states implementing seals, eight states working on the construction of their seal, and six states in the early stages of seal development.

Bilingual Resources:

• The Latino Family Literacy Project – A program that teaches Spanish-speaking parents how to read with their children, establish a reading routine, and promote learning of the English vocabulary together as a family. https://www.latinoliteracy.com/programs/
• The Latino Family Literacy Project 2016 Workshops: https://www.latinoliteracy.com/workshops/schedule/
• Family Phonics Workbooks: An English vocabulary program for parents and children learning English that uses a simple method to teach parents strong English vocabulary and proper pronunciation through the use of phonics: https://www.lecturabooks.com/family-phonics-workbooks/
• Lectura Books – Publishes award-winning English and Spanish language development books for children of all ages ranging from infants to teenagers.

The post The Seal of Biliteracy Initiative appeared first on The Latino Family Literacy Project.

State of Texas Informational Resources:

• The Texas Education Agency: http://tea.texas.gov/
• Texas English Language Learners Website: http://elltx.org/
• Texas English Language Proficiency Assessment System (TELPAS) Resource Information: http://tea.texas.gov/student.assessment/ell/telpas/
• Title III Information: http://www.ncela.us/t3sis/Texas.php

Educational Programs and Learning Resources:

• Texas Association for Bilingual Education – An organization of education professionals advocating for educational policies and bilingual and multicultural programs that encourage equal educational opportunity and academic excellence for Bilingual/ESL students: http://tabe.org/index.cfm
• Mi Escuelita Preschool – This program offers early education courses to children ages 2-5 from low-income households : http://www.itbe.org/
• TexTESOL – A multi-regional organization representing ELL teachers and instructors throughout the state of Texas and setting competency standards for ELLs in grades K-12: http://www.textesol.org/
• The Latino Family Literacy Project – A program that teaches parents how to read with their children, establish a reading routine, and promote learning of the English vocabulary together as a family. https://www.lecturabooks.com/parent-programs/
• The Latino Family Literacy Project 2016 Workshops (Illinois): https://www.latinoliteracy.com/workshops/schedule/
• Family Phonics Workbooks: An English vocabulary program for parents and children learning English that uses a simple method to teach parents strong English vocabulary and proper pronunciation through the use of phonics: https://www.lecturabooks.com/family-phonics-workbooks/
• Lectura Books – Publisher of award-winning English and Spanish language development books for children of all ages ranging from infants to teenagers, including 2014 Moonbeam Award winner for Best Children’s Book (Spanish), Boy Zorro and the Bully.

References

http://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-english-language-learners

http://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationally-and-state

The post Support for Programs with English Learner Students in Texas appeared first on The Latino Family Literacy Project.

Dual language programs are showing great promise in in promoting a bi-literate awareness and a positive outlook toward a more multilingual society. There are now more than 2,500 dual language programs operating in schools throughout the U.S.

According to Ed Central, “Dual language programs provide dual language learners (DLLs) with instruction in their native language and English with the goal of developing proficiency in both. Beyond that, design and implementation of these programs varies widely. In the District of Columbia, many programs enroll both non-native English speakers and native English speakers. These “’two-way” immersion programs integrate DLLs into classrooms with their native English-speaking peers. They also allow students with varying linguistic backgrounds to learn alongside peers who can model the language they are trying to learn.”

These programs were once seen as one-offs, but over the last few years they have become much more popular and widespread. As the New York Times recently reported, “a dual-language program, which means that subjects, like reading and math, are taught in two languages with the goal of making students bilingual… are now coming into favor as a boon to both native and nonnative English speakers, and in areas around the country their numbers have been exploding.”

As the Times went on to report, “9 percent of Utah’s public elementary students are enrolled in dual-language programs. In Portland, Ore., 10 percent of all students, and nearly one in five kindergartners, participate. Statewide efforts to increase the number of programs, and expand access to them, are underway in states including Delaware and North Carolina.”

This is clearly a movement and sign that bilingual awareness is growing and meeting greater acceptance across the board.

At The Latino Family Literacy Project, each of our age specific bilingual programs engages the parents in reading with their children, reflects the experiences of Latino families, and is centered around universal themes. All materials, books and curricula used are bilingual and in a simple format and are a perfect fit for your Title I and Title III program requirements. This program can be used to teach English language and Spanish language skills and is bilingual for your convenience, and has multilevel English language lessons for English Learners. Find out more today.

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