Advocating for ELLs

Flashcards covering key vocabulary related to advocating for English Language Learners and related educational policies.

Consent Decree

A legal agreement that protects the educational rights of ELLs, ensuring they receive a comprehensible education.

Bilingual Education Act (1968)

Legislation mandating schools to provide bilingual education programs and funding.

No Child Left Behind (NCLB)

A law focused on standards-based education and accountability for student test performance from 2002 to 2015.

Total Physical Response (TPR)

An instructional method that incorporates physical movement to teach language and vocabulary. Role playing, head shoulders knees, toes, etc.

Cognitive Academic Language Learning Approach (CALLA)

A method that combines metacognitive, cognitive, and social strategies for teaching ELLs.

Sheltered Instruction Observation Protocol (SIOP)

An instructional model that emphasizes implementing language supports in the gen Ed classroom. Includes 8 key components.

Individualized Education Programs (IEP)

Plans created to ensure that students with disabilities receive tailored educational support.

Least Restrictive Environment (LRE)

The ideal setting for students with disabilities to receive an education alongside their peers.

Intrinsic Motivation

Motivation driven by internal rewards, such as personal satisfaction and autonomy.

Extrinsic Motivation

Motivation driven by external rewards, such as grades or recognition.

Integrative Motivation

A desire to communicate and connect with the community of a second language.

Family Educational Rights and Privacy Act (FERPA)

A federal law that protects the privacy of student education records.

Equal Education Opportunities Act (1974)

Legislation ensuring equal education rights for all students, including language minorities.

Proposition 227

A California initiative that limited bilingual education in favor of English-only instruction.

Castaneda v. Picard

A landmark case that established a three-part test for educational treatment of ELLs: sound Approach, reasonable implementation, measureable outcomes

Integrative Motivation

a type of motivation that occurs when individuals engage in language learning to connect with others and integrate into the target culture.

Autonomy

the ability to make independent choices and have control over one's learning process, which can enhance motivation in language learners.

relatedness

the sense of connection and belonging that learners feel with others, which is important for motivation in language acquisition.

competence

the ability and skills that a learner possesses, which contribute to their confidence and motivation in language learning.

Home Language Survey (HLS)

a questionnaire given to parents as soon as their student enrolls in school used to identify a student's L1 and assess their need for ELL services

IEPs should describe

how L2 acquisition and academic instruction should be provided simultaneously

Title IV of the Civil Rights Act

ensures equal educational opportunities for students regardless of race, color, or national origin, promoting fair treatment in schools.

Lau vs Nichols, 1974

a landmark Supreme Court case that addressed the educational rights of non-English speaking students, ruling that schools must provide language assistance to ELLs

Plyer vs Doe, 1982

a Supreme Court case that ruled that states cannot deny free public education to children based on their immigration status, ensuring access for all students.

Every Student Succeeds Act (ESSA)

a federal law that replaced No Child Left Behind, aimed at improving educational outcomes for all students, including ELLs, by ensuring better accountability and support for disadvantaged schools.

Individuals with Disabilities Education Act (IDEA)

a federal law that ensures students with disabilities have the right to a free appropriate public education, which includes special education and related services tailored to their specific needs.

Section 504 of the Rehabilitation Act of 1973

requires school districts to provide FAPE to each student with a disability, regardless of the nature or severity of the disability. This includes providing regular and SPED services to meet disabled students’ needs as adequately as the needs of non-disabled students

Where does SIOP model come from?

Krashen’s comprehensible input hypothesis, integrates language and content instruction