The DesMoinesRegister.com reports that English Language Learners (ELLs) are supported for three years in ELL programs (bilingual and English as a second language both count as ELL). Research shows that in order to be proficient in academic English, the language needed for success in school, students that do not speak English as a first language require seven or more years of support. To provide three years only is a sure way to undercut the academic progress of young students as they try to learn to communicate in the dominant language of their adopted country. This problem is not limited to Des Moines, Iowa, rather it is an issue across the United States.
What occurs to me is that the policy of limiting resources for ELL classrooms or support to three years may be terribly short-sighted. I wonder what the cost differential to society is between what is a rather insignificant investment in the development of students, if only in terms of developing good citizens of this country, and the social costs of building prisons to house people who have little expertise to contribute in a positive manner to the nation of choice.
It occurs to me that the policy as currently construed limits the success of immigrant children, permanently attaching them to an economic underclass. Another case of political meddling rather than listening to those who have actually examined the problem.
For more perspectives on ELL you might want to look at this book.
Call Research Perspectives (Esl and Applied Linguistics Professional Series.) (Esl and Applied Linguistics Professional Series.)
CALL Research Perspectives creates a foundation for the study and practice of computer-assisted language learning and provides an overview of ways to conceptualize and to conduct research in CALL. Its core assumptions are that all approaches to research have a place, and that researchers, teachers, and students all have a role to play in the study of computer-enhanced language learning.
This is not a how-to-do-research text. Written by top researchers in the field, it offers an open-ended view of what educators need to know and be able to do to answer questions that they have. It is intended to be easy to read, to provide resources for readers to explore the ideas further, and to be non-prescriptive in presenting suggestions for CALL research. The text explores problems with current CALL research and suggests ways that teachers and other researchers can avoid such problems; presents both commonly known and less explored theories that provide a foundation for CALL and language research; and addresses other issues and ideas that affect research outcomes.
An outstanding feature of CALL Research Perspectives is that it complements not only other CALL texts but also research texts of all kinds. The issues found in each chapter parallel the issues in other research texts, making this text useful for addressing the needs of teachers and researchers at different levels and in different contexts. In addition, the consistent format throughout makes it accessible to readers with a variety of backgrounds. Each chapter includes an introduction, a review of relevant literature, a set of examples and/or suggestions for conducting research in CALL, and conclusions. The consistent format is intended for ease of use, but the content of chapters varies according to the author. This is intentional; it is a strength of the book that readers can hear the voices of the authors and listen to their understandings of the perspectives presented. It is the editors' hope that they will be inspired to seek out other voices as well.
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