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English Language Learners: A Look at Significant Legislation

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English Language Learners: A Look at Significant Legislation
English Language Learners: A Look at Significant Legislation
Megan Scott
Grand Canyon University: ESL-523
September 25, 2013

English Language Learners: A Look at Significant Legislation America has overcome many hurdles over the past couple centuries, striving to create equality in education for all children. The view of education today is vastly different than it was 200, 100, or even 50 years ago. The United States has made many educational transitions from discrimination against, women, minorities, and people with disabilities, to a zero tolerance policy for discrimination of any kind. Still, the modern education system is changing and evolving with the times and culture, including a rapidly growing diverse population. Today, English language learners (ELLs) are the “fastest growing group of students” in the United States, making up approximately 11% of the student body and totaling over 5.3 million (Echevarria, Short, & Vogt, 2013, p. 3, para. 1). These numbers only include students who are enrolled in language programs. The increase of a non-English speakers is due to a rise in immigration. Though most ELL students were born in America, they may come from a non-English speaking household (Echevarria et al, 2013).
With so many ELLs or limited English proficient (LEP) students in today’s classrooms, school districts and teachers have a great responsibility to make sure that all students become proficient in English, and have the same educational opportunities. There are many legislations that have advocated for the equal rights of English learners, including: Section 601 of the Civil Rights Act, the Bilingual Education Act, and Lau vs. Nichols.
Section 601 of the Civil Rights Act (1964) Section of the Civil Rights Act of 1964 “prohibits discrimination based on color, race, or origin in any program or activity receiving federal assistance,” and in 1970, language deficiencies was added to the legislation (“Beyond,” n.d., para.


References: Beyond Brown: Pursuing the Promise (n.d.). Retrieved from http://www-tc.pbs.org/beyondbrown/brownpdfs/launichols.pdf Echevarria, J., Short, J., & Vogt, M. (2013). Making content comprehensible for English learners: The SIOP model. Retrieved from http://gcumedia.com/digital-resources/pearson/2012/making-content-comprehensible-for-english-learners-the-siop-model_ebook_4e.php Johnson, J. (2008). Advocating for English language learners. Retrieved from http://www.civilrights.org/education/education-reform/ell-nclb.html ORC (2005). Developing programs for English language learners: Lau vs. Nichols. Retrieved from http://www2.ed.gov/about/offices/list/ocr/ell/lau.html Orr, A. (2011). Bilingual education act of 1968. Retrieved from http://immigrationinamerica.org/379-bilingual-education-act-of-1968.html?newsid=379 Overview of Legal Issues Which Impact English Language Learners (n.d.). Retrieved from http://www.champaignschools.org/sites/default/files/Overview%20of%20legal%20issues%20which%20impact%20ELLs.pdf Wang, L.L. (1975). History of a struggle for equal and quality education (an excerpt). Retrieved from http://eric.ed.gov/?id=ED128521
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