Well over half of the secondary school English Learners in California are Long Term English Learners –struggling academically and stuck in progressing towards English proficiency despite six or more years in U.S. schools. Many secondary schools and districts, feeling the urgency of meeting the needs of these Long Term English Learners, are attempting to modify curriculumor create new courses that address the unique language and academic gaps ofthese students. Most are doing so without guidance, without a clear sense of how best to design these classes, and making do with whatever curricular resources they happen to have or hear about. Now, a new publication, “Secondary School Courses Designed to Address the Language Needs and Academic Gaps of Long Term English Learners”, culls thelessons learned from districts throughout the state and provides needed guidance for the field.
Secondary School Course Designed to Address the Language Needs and Academic Gaps of Long Term English
Reports
English Learners and the Common Core Standards
In California we need to align our current English Language Develop standards to the approved Common Core Standards if we are to give our teachers and districts the additional support to build the staircase for English learners to the grade level Common Core Standards.
Letter to SBE on Common Core Testimony to SBE on Common Core
Many English Learners Still Struggle with the Language, Study Shows
Nearly 60% of English-language learners in California’s high schools have failed to become proficient in English despite more than six years of a U.S. education, according to a study released Thursday.
In a survey of 40 school districts, the study found that the majority of long-term English-language learners are U.S. natives who prefer English and are orally bilingual. But they develop major deficits in reading and writing, fail to achieve the academic English needed for educational success and disproportionately drop out of high school, according to the study by Californians Together, a coalition of 22 parent, professional and civil rights organizations.
The flaws in California’s English-language programs have placed hundreds of thousands of children in academic jeopardy, dashing their dreams for college and imperiling the state’s economic future, the study found. The offspring of immigrants make up 55% of Los Angeles County’s child population. Click here to read more.
Reparable Harm – LONG TERM ENGLISH LEARNERS
Systemic issues in California’s public education have created a majority of high school English Learners who despite many years in our schools are still not English proficient and have developed major academic deficits, according to a recent study authored by Californians Together and funded by the California Community Foundation.
The report, Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long Term English Learners, calls upon state policymakers and leaders to provide solutions and outlines basic principles and promising approaches for school districts to meet the needs of English Learners more effectively.
Executive Summary Press Release Reparable Harm Power Point The Complete Report Spanish Executive Summary
New Seal of Biliteracy Information Booklet
This the second edition of our Seal of Biliteracy Information and Implementation Booklet. We hope you find this updated booklet helpful when planning to adopt and implement the Seal of Biliteracy and pathway awards.