From Lau to Unz: An Anatomy of the Policy Debate over Bilingual Education. Kenji Hakuta Stanford...

From Lau to Unz:

An Anatomy of the Policy Debate over Bilingual Education.

Kenji HakutaStanford University

http://www.stanford.edu/~hakuta

National Association for Bilingual EducationPhiladelphia

March 22, 2002

1974

1998

U. S. Supreme CourtLau v. Nichols 1974

Basic English skills are at the very core of what these public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education. We know that those who do not understand English are certain to find their classroom experiences wholly incomprehensible and in no way meaningful.

Lau v. Nichols 1974

There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.

Lau v. Nichols 1974

There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.

No specific remedy is urged upon us. Teaching English to students of Chinese ancestry who do not speak the language is one choice. Giving instructions to this group in Chinese is another. There may be others. Petitioners ask only that the Board of Education be directed to apply its expertise to the problem and rectify the situation.

1975 Lau Remedies

Terrence Bell, the United States Commissioner of Education issued the “Lau Remedies”. These remedies went beyond the Lau decision and required that bilingual education be provided.

“Because an ESL program does not consider the affective or cognitive development of students [in the elementary and intermediate grades], an ESL program is not appropriate.”

Common Program Categories

•English as a second language (ESL)

•Structured immersion (or "sheltered instruction" in secondary grades)

•Transitional bilingual education

•Maintenance bilingual education

•Two-way bilingual programs

EVALUATIONS1978 AIR Study, "Evaluation of the Impact of ESEA Title VII Spanish/English Bilingual Education Program” released in January.

1981 Circulation of Baker & De Kanter internal OPBE document "Effectiveness of Bilingual Education: A Review of the Literature", September.

1983 "Longitudinal Study of Immersion and Dual Language Instructional Programs for Language Minority Children"

1983 "National Longitudinal Evaluation of the Effectiveness of Services to Language Minority, LEP Students”

1985Willig meta-analysis

1987 Rossell & Ross review.

1998 Greene meta-analysis.

Reading Comprehension

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English-OnlyBilingual

Program

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Castañeda v. Pickard, 1981

The U.S. 5th Circuit Court of Appeals ruling interpreted the Equal Education Opportunities Act of 1974 statement of "appropriate action" as requiring the meeting of three criteria:

(1) programs must be based on "sound educational theory";

(2) they must be "implemented effectively" with adequate resources and personnel, and

(3) after a trial period, the program must be evaluated as effective in overcoming language handicaps.

Theory Implementation Learning

modify

Castañeda Model

What is sound theory?


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Attributes of effective schools and classrooms have been identified that refer to school factors extending beyond the program types with respect to language:

a supportive school-wide climate, school leadership, a customized learning environment, articulation and coordination within and between schools, some use of native language and culture in the instruction of language-minority students, a balanced curriculum that incorporates both basic and higher-order skills, explicit skills instruction, opportunities for student-directed activities, use of instructional strategies that enhance understanding, opportunities for practice, systematic student assessment, staff development, and home and parent involvement.

Effective Schools Attributes



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12Attributes of effective schools and classrooms have been identified that refer to school factors extending beyond the program types with respect to language:



Language Proficiency

English oral proficiency, reading and writing development and redesignation probability from LEP to FEP as a function of grade level. District A.

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Oral EnglishReadingWritingRedesignation

Measure

How Long Does It Take?

Cummins’ Common Underlying Proficiency

1

60 70 80 90 100 110 120 130 140Spanish Proficiency

0

50

100

150E

n gli s

h P

r of ic

i enc

y

Relationship between Native Language (Spanish) and Second Language (English) Proficiencies, r = .51.

Assessments that showed difference between strong and weak readers

-1.5

-1

-0.5

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0.5

1

1.5

L1S L1W L2S L2W

Group

Ave

rage

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core

BPST

spell_total

spell_feature

Raven

Assessments that showed difference between L1 and L2 readers as well

-1.5

-1

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L1S L1W L2S L2W

GroupA

vera

ge Z

-sco

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PPVT

voc_definition

voc_metacognition

read_accuracy

Performance differences between strong and weak L1 and L2 readers.

Lily Wong Fillmore and Catherine SnowWhat Teachers Need to Know about LanguageERIC Clearinghouse on Languages and Linguistics

http://www.cal.org/ericcll/teachers/teachers.pdf

Summarize texts, using linguistic cues to interpret and infer the writer’s intentions and messages.


Analyze tests, assessing the writer’s use of language for rhetorical and aesthetic purposes and to express

perspective and mood.




Extract meaning from texts and relate it to other ideas and information.





Evaluate evidence and arguments presented in texts and critique the logic of arguments made in them.






Recognize and analyze textual conventions used in various genres for special effect to trigger background knowledge or for perlocutionary effect.






Recognize and analyze textual conventions used in various genres for special effect to trigger background knowledge or for perlocutionary effect.

Compose and write an extended, reasoned text that

is well developed and supported with evidence and

details.



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Measure

English Proficiency Development (Redesignation to FEP)California, 1998 Data

Criterion : FEP / ELS > 1.0

Language K 1 2 3 4 5 6 7 8 9 10 11 12 Total# ELS Total# FEP Mean income(Household)

Hmong 0.03 0.05 0.05 0.07 0.09 0.13 0.19 0.25 0.36 0.39 0.56 0.81 1.19 29,474 6,453 $19,477Cambodian 0.19 0.15 0.12 0.19 0.31 0.43 0.61 0.67 0.89 1.01 1.24 1.66 2.25 17,637 10,610 $26,097Lao 0.29 0.27 0.27 0.29 0.35 0.43 0.55 0.73 0.78 0.85 1.13 1.49 2.16 7,703 4,772 $36,055Spanish 0.17 0.16 0.17 0.21 0.26 0.36 0.5 0.61 0.71 0.74 0.94 1.2 1.57 1,181,553 479,102 $39,181Samoan 0.77 0.66 0.79 0.64 0.84 0.78 1.12 1 1.3 1.51 1.32 1.94 1.61 1,667 1,657 $41,213Armenian 0.16 0.19 0.2 0.27 0.44 0.8 1.1 1.19 1.27 1.35 1.35 1.7 1.99 12,726 9,945 $42,107Tongan 0.36 0.39 0.38 0.44 0.38 0.48 0.6 0.61 0.84 0.77 0.58 1.19 0.85 1,963 1,046 $42,475Indonesian 0.6 0.9 0.68 0.81 0.87 1.06 1.21 1.38 1.3 1.4 0.99 0.99 1.39 1,021 1,027 $43,932Vietnamese 0.24 0.26 0.29 0.5 0.65 0.88 1.15 1.3 1.44 1.25 1.25 1.44 1.85 41,456 34,443 $44,291Rumanian 0.62 0.62 0.7 1.15 0.83 1.15 1.23 1.14 1.76 1.46 1.31 2.35 2.29 1,309 1,512 $45,452Portuguese 1.04 1.12 0.92 1.42 1.43 1.53 1.8 1.9 1.99 1.81 2.05 1.74 2.41 2,299 3,670 $46,547Russian 0.35 0.32 0.35 0.48 0.65 0.89 0.97 1 1.09 1.12 1.16 1.25 1.43 8,143 6,395 $48,182Arabic 0.76 0.86 0.95 0.91 1.02 1.05 1.33 1.38 1.59 1.36 1.44 1.77 2.24 6,077 7,041 $49,004Korean 0.48 0.54 0.63 1.07 1.55 2.2 2.86 2.92 3.18 2.19 2.17 2.95 3.59 15,761 26,256 $49,229Persian 1.34 1.47 1.36 1.91 2.14 2.56 3.27 3.22 2.89 3.18 3.46 3.59 4.58 4,985 12,202 $52,079Ukrainian 0.07 0.14 0.17 0.22 0.26 0.33 0.27 0.48 0.35 0.28 0.21 0.24 0.25 1,942 462 $52,981Chinese 0.48 0.54 0.66 0.99 1.34 1.86 2.12 2.53 2.56 1.9 1.96 2.14 2.71 35,944 51,240 $53,056Punjabi 0.39 0.4 0.47 0.59 0.71 0.8 0.76 0.77 0.79 0.75 0.77 0.93 1.04 7,762 5,101 $54,481Japanese 0.4 0.42 0.54 0.9 1.13 1.33 1.46 1.56 1.8 1.93 2.03 2.19 3.43 4,969 5,656 $55,966Pilipino 1.12 0.99 1.06 1.27 1.45 1.88 2.35 2.63 2.84 2.63 2.72 3.23 4.08 19,041 37,977 $57,960Ilocano 0.65 0.97 0.9 1.05 0.96 1.22 1.38 1.54 1.99 1.94 1.7 1.79 2.67 1,724 2,344 $58,012Hindi 0.76 0.78 0.69 1.04 1.04 1.08 1.26 1.26 1.37 1.21 1.28 1.69 2.65 4,101 4,757 $58,339

State totals 0.21 0.21 0.23 0.29 0.36 0.49 0.65 0.76 0.88 0.89 1.1 1.4 1.83 1,442,692 758,363

SES

Household Income by Language Group (Source: 1990 Census of Population and Housing)

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0 20000 40000 60000 80000 100000 120000 140000 160000 180000 200000

Household Income

Per

cent

age

Hmong

Cambodian

Lao

Spanish

Samoan

Armenian

Tongan

Indonesian

Vietnamese

Rumanian

Portuguese

Russian

Arabic

Korean

Persian

Ukrainian

Chinese

Punjabi

Japanese

Pilipino

Ilocano

Hindi

Norm-referenced English writing scores by parent educational level, District B.

< High SchoolSome High SchoolHigh School or GEDBeyond High School

Parent Education

Written Expression

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Basic Writing Skills

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Broad Written Language

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State totals 0.21 0.21 0.23 0.29 0.36 0.49 0.65 0.76 0.88 0.89 1.1 1.4 1.83 1,442,692 758,363

Elements of Standards-Based Reform

•clearly articulated, publicly accepted standards for academic content, student performance, school capacity

•alignment of educational components around the standards

•assessment, accountability, and improvement system built on standards

•important condition: fairness in testing (assessment in a language and form most likely to yield valid and reliable results)

Figure 11



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State totals 0.21 0.21 0.23 0.29 0.36 0.49 0.65 0.76 0.88 0.89 1.1 1.4 1.83 1,442,692 758,363

Figure 9

Proposition 227

All minority language children will be placed in English language classrooms. Children who are limited English proficient will be taught through sheltered English immersion for a period not normally to exceed one year.

“-- learning subject matter content in a second language can begin to occur in a matter of weeks, starting with the subjects that can be partially understood through symbols (mathematics), active experiments and demonstrations (science), and progressing to the social science.”

Rosalie PorterDirector, READ Institute

English Learning Students (2nd Grade, SAT9 2000 Reading)

Schools providing bilingual instruction

Schools using only English immersion

Oceanside USD

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1998 1999 2000

Year

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T9

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Schools providing bilingual instruction

Schools using only English immersion

Oceanside USD

English Learning Students (3rd Grade, SAT9 2000 Reading)

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1998 1999 2000

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Reading, Grade 2

1997 1998 1999 2000 2001 2002Year of Testing

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1997 1998 1999 2000 2001 2002Year of Testing

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All Students

English Learners

Oceanside

Statewide

All Students

English Learners

Figure 1. SAT-9 reading scores for Oceanside and Statewide for 1998 thru 2000. Blue lines represent data for all students; red lines represent data for English Learners (LEP).

What are the components of “sound educational theory”?

Carnine and Meeder Principles• Random assignment of students and teachers to

conditions

• Representative and unbiased sample

• Minimum N=12 per condition

• Valid, reliable measures

• Confounding variables controlled

• Valid statistics

• Educationally significant

National Reading Panel Standards

• True or quasi-experiment;

• Study participants must be carefully described (age, demographic, cognitive, academic, and behavioral characteristics);

• Study interventions must be described in sufficient detail to allow for replicability, including how long the interventions lasted and how long the effects lasted;

• Study methods must allow judgments about how instruction fidelity was insured; and

• Studies must include a full description of outcome measures.

Research Reform Proposal

• A new, independent “Education Audit Agency”

• Dedicated to the canons of scientific inquiry and the pursuit of truth, without fear or favor

• In its conduct of education research, the Education Audit Agency should strive for scientific rigor, including, to the maximum degree possible, randomized field trials.

William Bennett, Chester Finn, Tom Loveless, Diane RavitchSeven Principles for Reauthorizing OERI, NAEP and NAGB

May 4, 2000

A Definition of Research

…is evaluated using randomized experimentsin which individuals, entities, programs, or activitiesare randomly assigned to different variations (including a control condition) to compare the relative effects of the variations.

Amendment offered by Mr. Schaffer to the Amendmentin the nature of a substitute offered by Mr. Goodling (ESEA)

Document dated April 5, 2000, courtesy of Gerald Sroufe, AERA

NERPPB Policy Statement

The power of science comes from a combination of strong theory and data that bear on the theory. This implies endorsement of explicit ideas and agreed-upon methods for exploring and testing these ideas based on observation that has internal and external consistency. Experiments, as a classification of research, should not be scattershot or universal. Rather, they should be justified by a cumulative record of rigorous naturalistic observation and piloting. This requires knowledge of context in addition to adherence to scientific canons. While experiments in education may not be used as frequently as they should as a preferred means for investigation … “science” should not be equated with “experiments.”

National Academy of Sciences

Scientific Research in Education Lisa Towne andRichard Shavelson, Eds.

Methodology appropriate to the question being asked.

Benefits of Bilingualism

English

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EP

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English

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Born in Mexico

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Born in Mexico Born in US, parents immigrated as adult

English

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Born in US, parentimmigrated as child

English

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Born in US, parentimmigrated as child

Parent born in US

Spanish

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Catastrophic language loss

Basic English skills are at the very core of what these public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education. We know that those who do not understand English are certain to find their classroom experiences wholly incomprehensible and in no way meaningful.

U. S. Supreme CourtLau v. Nichols 1974

Overall Assessment of the Period

•Justice

•Fairness

•Benefits

From Lau to Unz: An Anatomy of the Policy Debate over Bilingual Education. Kenji Hakuta Stanford...

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