ESL 436N GCU Description of English Language instruction in Arizona Essay


I deficiency stay delay this Communication interrogation so I can imbibe emend.

Having a unadorned perspective of the flatter cases, laws, and mandates that possess shaped English phraseology command device, enables teachers of English phraseology imbibeers (ELLs) to conceive the program scale in which they entertain-effect.

Part 1

Based on senior flatter cases and parliament pertaining to ELLs, originate a periodline of legislative events that possess unnatural English phraseology command in Arizona. Your periodline should involve a designation, year, and mean cognomen for the following:

  • At last two senior flatter cases pertaining to ELLs (e.g., Lau v. Nichols, Castaneda v. Pickard, Flores v. Arizona, or Plyler v. Doe).
  • At last two federal laws or mandates (e.g., Every Student Succeeds Act (ESSA), Designation III, Designation VI, or a conversion from the Office for Civil Rights/Department of Justice) that possess unnatural direction for ELLs.
  • At last two Arizona laws or policies (e.g., Proposition 203, House Bill 2010, House Bill 2064, and Move On When Reading) that possess undeviatingly unnatural the ELL program scale.

Part 2

Below your periodline, transcribe a 500-750 tidings cognomen of the ELLs and program scale in Arizona. Your cognomen should involve:

  • A mean interpretation in-reference-to the demographic conformation of the PK-12 ELL population in Arizona.
  • An interpretation in-reference-to the process of determining ELL program eligibility including the use of the Home Phraseology Survey and the use of the Arizona English Phraseology Learner Assessment (AZELLA) for placement and reassessment.
  • A cognomen of the scale accommodations adapted to ELLs for assessment.
  • A announcement in-reference-to the differences among Structured English Immersion classrooms, bilingual classrooms, and Individual Phraseology Learner Plans and how they detail to running societal trends and issues in the direction of ELLs.
  • A cognomen of the characteristics of the English immersion program scale in Arizona in provisions of period allocations, grouping of ELLs delay artless speakers, use of ELLs’ artless phraseology, and integration of English delayin academic willing.

Support this assignment delay at last three media.

While APA phraseology is not required for the mass of this assignment, compact academic communication is expected, and in-text citations and references should be presented using the documentation guidelines build in the APA Phraseology Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric anterior to initiation the assignment to behove common delay the expectations for fortunate height.

Attached: Rubric


Resources:

Read “Undone by Law: The Uncertain Legacy of Lau v. Nichols,” by Moran, from Berkeley La Raza Law Journal (2005). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edslex&AN=edslexB57D1BE5&site=eds-live&scope=site

Read “English Phraseology Learners and Judicial Oversight: Progeny of ‘Castaneda,’” by Sutton, Cornelius, and McDonald-Gordon, from Educational Considerations (2012). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ990975&site=eds-live&scope=site

Read “Roots of Federal ELL Case Run Deep,” by Zehr, from Education Week (2009). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=37590835&site=eds-live&scope=site

Read “Under the Law: Supreme Flatter Guards Direction for Undocumented Immigrants,” by Underwood, from Phi Delta Kappan (2015). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000366041800017&site=eds-live&scope=site

Read “Bilingual direction vs. English immersion: Which is emend for English phraseology imbibeers?” by Obudo, located on the ERIC website (2007). http://files.eric.ed.gov/fulltext/ED501224.pdf

Read “Universal Screening of English Phraseology Learners: Phraseology Proficiency and Literacy,” by Albers and Mission, from Universal Screening in Educational Settings: Evidence-Based Decision Making for Schools (2014). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pzh&AN=2013-25285-011&site=eds-live&scope=site

Read “Bilingual direction in the United States: An Unadorned Overview and Examination of Two-Way Immersion,” by Kim, Hutchison, and Winsler, from Educational Review (2015). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=101018118&site=eds-live&scope=site

Read “Research Summary and Bibliography for Structured English Immersion Program Models,” located on the Arizona Department of Direction website. https://cms.azed.gov/home/GetDocumentFile?id=55257a851130c008a0c55c0b

Review “Culturally Inclusive Practices: Implementation Guidance for Local Direction Agencies,” by Douglas, from the Arizona Department of Education. https://cms.azed.gov/home/GetDocumentFile?id=58dc00111130c01500d4b0a1

Read the “Types of Educational Opportunities Discrimination,” located on the Department of Justice/Civil Rights Division website. URL: https://www.justice.gov/crt/types-educational-opportunities-discrimination

Watch “Arizona’s Phraseology Battle,” located on YouTube. https://www.youtube.com/watch?v=8YugJyi9Nr4

Watch “English-Only Movement,” located on YouTube. https://www.youtube.com/watch?v=98GprgKsDCs

Watch “Two-Way Bilingual Immersion (TWBI) Program,” located on YouTube. https://www.youtube.com/watch?v=nUFO92j81ck

Review the Key Provisions and Unadorned Events, located in the ESL Database. http://lc.gcumedia.com/zwebassets/courseMaterialPages/esl5000_eslDatabase.php

Review the media on the Office of English Phraseology Acquisition Services page, located on the Arizona Department of Direction website. http://www.azed.gov/oelas/