Voices from the Field: The Impact of Proposition 203 on the Instruction of English Language Learners in a Local School District

摘要: The passage of Proposition 203 in Arizona November 2000, virtually replaced bilingual education with a default program for English Language Learners—Structured Immersion (SEI). requirement is nearly all instruction to be English, minimal amount the native language allowed. This mixed-method study chronicles implementation local school district and examines its effects on instructional practices, student achievement, as well climate culture. Also described are mitigating requirements NCLB Learns their effect ELL students. Eight teachers grades K-3 both SEI programs, two elementary special participated study. Six ten total participants hold an endorsement education. Student achievement data included analysis AIMS scores reading, writing, math 2005 2006. Qualitative research methodologies were used obtain classroom observation data. Teacher interviews consisted open-ended questions related teachers’ understanding about climate. suggests that has not been successful raising proficiency levels proponents had promised. Highstakes testing other have exacerbated attempts expand programs. concludes