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 h7SLDn715294; Thu, 28 Aug 2003 17:13:49 -0400 (EDT) Date: Thu, 28 Aug 2003 17:13:49 -0400 (EDT) Message-Id: <20030828211203.51829.qmail@web40912.mail.yahoo.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: Robb Scott <jayhawk76@yahoo.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9297] Re: Accept English Only donation? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 7213 Lines: 214 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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