Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h7T9cR708453; Fri, 29 Aug 2003 05:38:27 -0400 (EDT) Date: Fri, 29 Aug 2003 05:38:27 -0400 (EDT) Message-Id: <000601c36e0f$f69c2960$18aab042@lop.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: "ttweeton" <ttweeton@comcast.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9305] Re: Accept English Only donation? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1158 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 8245 Lines: 230 Thank you Robb for this incredibly interesting and revealing peice of research. While I had read summaries of these results thru other articles, this particular research confirms without a doubt why bilingual programs are so necessary. How sad that most of the parents of these bilingual children have not had and will not have easy access to these results before they make their decisions on what language programs to place their children in. ----- Original Message ----- From: "Robb Scott" <jayhawk76@yahoo.com> To: "Multiple recipients of list" <nifl-esl@literacy.nifl.gov> Sent: Thursday, August 28, 2003 5:13 PM Subject: [NIFL-ESL:9297] Re: Accept English Only donation? > A National Study of School Effectiveness for Language > Minority Students' Long-Term Academic Achievement > Final Report: Project 1.1 > > Principal Investigators: > Wayne P. Thomas - George Mason University > Virginia P. Collier - George Mason University > > Project Period: > July 1996 - June 2001 > > http://crede.ucsc.edu/research/llaa/1.1_final.html > > ENGLISH ACHIEVEMENT FINDINGS: Focusing first on > program comparisons, we summarize English language > learners' long-term achievement on nationally > standardized tests (ITBS, CTBS, Stanford 9, Terra > Nova) in English Total Reading (the subtest measuring > academic problem-solving across the curriculum-math, > science, social studies, literature), for students who > entered the U.S. school district with little or no > proficiency in English in Grades K-1, and following > them to the highest grade level reached by the program > to date: > > > > > > English language learners immersed in the English > mainstream because their parents refused bilingual/ESL > services showed large decreases in reading and math > achievement by Grade 5, equivalent to almost 3/4 of a > standard deviation (15 NCEs), when compared to > students who received bilingual/ESL services. The > largest number of dropouts came from this group, and > those remaining finished 11th grade at the 25th NCE > (12th percentile) on the standardized reading test. > (pp. 113-114, 122-124, Figures C-1, C-2, Tables C-1, > C-2, C-10, C-11) > > > > > > When ESL content classes were provided for 2-3 years > and followed by immersion in the English mainstream, > ELL graduates ranged from the 31st to the 40th NCE > with a median of the 34th NCE (23rd percentile) by the > end of their high school years. (pp. 112-114, 126-127, > 241-256, Figures C-1, C-2, E-1, E-6, E-7, E-8, E-9, > E-14, Tables C-1, C-2, E-1, E-6, E-7, E-8, E-9, E-14) > > > > > > 50-50 Transitional bilingual education students who > were former ELLs, provided with 50 percent instruction > in English and 50 percent instruction in Spanish for > 3-4 years, followed by immersion in the English > mainstream, reached the 47th NCE (45th percentile) by > the end of 11th grade. (pp. 112-114, 126-127, Figures > C-1, C-2, Tables C-1, C-2) > > > > > > 90-10 Transitional bilingual education students who > were former ELLs reached the 40th NCE (32nd > percentile) by the end of 5th grade. (In 90-10 TBE, > for Grades PK-2, 90 percent of instruction is in the > minority language, gradually increasing English > instruction until by Grade 5, all instruction is in > the English mainstream for the remainder of > schooling.) (pp. 119-122, Figure C-8, Table C-7) > > > > > > 50-50 One-way developmental bilingual education > students who were former ELLs reached the 62nd NCE > (72nd percentile) after 4 years of bilingual schooling > in two high-achieving school districts, outperforming > their comparison ELL group schooled all in English by > 15 NCEs (almost 3/4 of a national standard deviation-a > very large significant difference). By 7th grade, > these bilingually schooled former ELLs were still > above grade level at the 56th NCE (61st percentile). > (One-way is one language group being schooled through > two languages.) (pp. 48-52, 58, Figures A-1, A-3, > Tables A-5, A-6) > > > > > > 90-10 One-way developmental bilingual education > students who were former ELLs reached the 41st NCE > (34th percentile) by the end of 5th grade. (90-10 > means that for Grades PK-2, 90 percent of instruction > is in the minority language, gradually increasing > English instruction to 50 percent by Grade 5, and a > DBE program continues both languages in secondary > school.) (pp. 119-122, Figure C-8, Table C-7) > > > > > > 50-50 Two-way bilingual immersion students who were > former ELLs attending a high-poverty, high-mobility > school: 58 percent met or exceeded Oregon state > standards in English reading by the end of 3rd and 5th > grades. (Two-way is two language groups receiving > integrated schooling through their two languages; > 50-50 is 50 percent instruction in English and 50 > percent in the minority language.) (pp. 201-204, > Figures D-4, D-6, Table D-18) > > > > > > 90-10 Two-way bilingual immersion students who were > former ELLs performed above grade level in English in > Grades 1-5, completing 5th grade at the 51st NCE (51st > percentile), significantly outperforming their > comparison groups in 90-10 transitional bilingual > education and 90-10 developmental bilingual education. > (pp. 119-121, Figure C-8, Table C-7) > > --- Joe Little <fyi@americanliteracy.com> wrote: > > > How about taking the money, and during your > > acceptance speech explain why English only > > > is absurd. They may take the money away, but you > > may get some converts. > > > > Andres, Kate, Cathy & all, > > > > How about take the money and during your acceptance > > speech explain why English Only is absolutely good > > and well-- Unless u want state and federal > > governments that take us down a slippery of slope of > > printing any and all documents and records--let's > > see, in order of frequency, Spanish, Korean, > > Chinese, Vietnamese, Russian,oh, yes, and Polish, > > Italian, etc. I LOVE IMMIGRANTS-- EVEN THOSE WHO > > DON'T SPEAk English. AND I WANT THEM TO RETAIN THEIR > > LANGUAGES AND CULTURES, & > > dang if they're not willing or able to speak the > > melting pot language then they ARE a drag on the > > economy, social services, legal system, etc. Name an > > organization with- > > out a lunatic fringe? > > > > > That's a rough one. I think I would politely and > > regretfully decline the > > > donation. It was somewhat underhanded of the > > English Only organization to > > > expect her to stand forth in that way. > > > > Perhaps underhanded. Certainly manipulative, at > > least in a benign sort of way...and i repeat:name an > > organization without strings attached to the money > > it doles out? Am > > i missing something here? Shouldnt 'english only' be > > credited with giving her warning regarding the > > hope/expectation on their part? > > > > > Naturally, the community expects an ESL teacher > > to encourage use of English > > > in the immigrant community. What bothers me > > about many in the English Only > > > movement is that they see it as an opportunity to > > send unwelcoming messages > > > to newcomers. They use promotion of North > > American culture and the English > > > language to devalue other languages and ures. > > > > > > How many English Onlians have u met, spoken with, > > heard speak? Have u infiltrated their ranks? For my > > money the most unwelcome message to newcomers is > > this: we want u to keep your language, culture, > > habits. The subliminal message:learn english > > if u like (i.e., become integrated in mainstream of > > american society) but if u dont, we have a plethora > > of stringattached crutches to aid u in your extended > > stay outside the mainstream. > > > > > To be seen accepting a donation in such a public > > manner could be perceived in > > > so many ways. There will be misconceptions that > > this teacher accepts not > > > only the overt message of the English Only > > movement, but the anti-immigrant > > > rumblings of the lunatic fringe. > > > > Do u favor the overt message of English Only, or > > not? > > > > Pax to native & immigrant. > > > > Joe > > > > > __________________________________ > Do you Yahoo!? > Yahoo! SiteBuilder - Free, easy-to-use web site design software > http://sitebuilder.yahoo.com
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