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The Miseducation of English Learners examines the initial policy
impact of Structured English Immersion (SEI), an English-only
program mandated for English Learners (ELs) in California, Arizona,
and Massachusetts in the United States. The book features analyses
of: the legal context and parameters of SEI; research history on
SEI; SEI language policy and policy implementation according to
situated context; and the educational priorities and legal rights
of ELs. The book examines the history of SEI in the educational
research literature and as it has been interpreted in the context
of the legal requirement for schools to take "appropriate action"
to meet the needs of ELs following the historic Lau v. Nichols
(1974) court decision. The Miseducation of English Learners also
presents and considers the implementation of SEI in comparative
contexts from various perspectives including teacher education, the
classroom, and legal. In several of the chapters, SEI
implementation is examined in concert with other factors that have
effected the teaching and progress of ELs such as Senate Bill 2042
(2001) that overhauled the teacher education process in California,
and the federal No Child Left Behind legislation (signed into law
on January 8, 2002). Moreover, the book provides implications and
recommendations for teaching, research, advocacy, and policy
change. The Miseducation of English Learners addresses and invites
the readers to consider the following key questions: How
"appropriate" is the mandated SEI program for ELs, both in
substance and in the one-year duration as specified in the three
voter-initiated propositions (Proposition 227, Proposition 203, and
Question 2)? What issues, themes, and patterns can be noted in the
implementation of SEI in California, Arizona, and Massachusetts?
Why might the student outcomes not show the desired results in
measures such as achievement test scores or dropout rates? What
necessary changes are called for in order to enhance (or in some
cases supplant) the SEI programs and services in place for ELs? Are
ELs, parents, and other stakeholders able to thoughtfully select
desired and optimal instructional programs, and participate
meaningfully in the educational process of language minority
students under the SEI mandates?
The Miseducation of English Learners examines the initial policy
impact of Structured English Immersion (SEI), an English-only
program mandated for English Learners (ELs) in California, Arizona,
and Massachusetts in the United States. The book features analyses
of: the legal context and parameters of SEI; research history on
SEI; SEI language policy and policy implementation according to
situated context; and the educational priorities and legal rights
of ELs. The book examines the history of SEI in the educational
research literature and as it has been interpreted in the context
of the legal requirement for schools to take "appropriate action"
to meet the needs of ELs following the historic Lau v. Nichols
(1974) court decision. The Miseducation of English Learners also
presents and considers the implementation of SEI in comparative
contexts from various perspectives including teacher education, the
classroom, and legal. In several of the chapters, SEI
implementation is examined in concert with other factors that have
effected the teaching and progress of ELs such as Senate Bill 2042
(2001) that overhauled the teacher education process in California,
and the federal No Child Left Behind legislation (signed into law
on January 8, 2002). Moreover, the book provides implications and
recommendations for teaching, research, advocacy, and policy
change. The Miseducation of English Learners addresses and invites
the readers to consider the following key questions: How
"appropriate" is the mandated SEI program for ELs, both in
substance and in the one-year duration as specified in the three
voter-initiated propositions (Proposition 227, Proposition 203, and
Question 2)? What issues, themes, and patterns can be noted in the
implementation of SEI in California, Arizona, and Massachusetts?
Why might the student outcomes not show the desired results in
measures such as achievement test scores or dropout rates? What
necessary changes are called for in order to enhance (or in some
cases supplant) the SEI programs and services in place for ELs? Are
ELs, parents, and other stakeholders able to thoughtfully select
desired and optimal instructional programs, and participate
meaningfully in the educational process of language minority
students under the SEI mandates?
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