Legislative Effects on English Language Learning Essay Example

(Nichols, S.L., & Berliner, D.).

According to C. (2008), districts and teachers are often blamed for the lack of quality education and support given to students who struggle with understanding the material. Christian, D. et al (2005) pointed out important aspects of the ESSA legislation that include increased state responsibility for English Language Learners, federal support for ELLs, a testing exemption period for new students, mandatory reporting for new and long-term ELLs, alternative assessment methods for improvement, ongoing reporting requirements even after exiting ESL programs, and reporting requirements for ELLs with special needs. These ideas benefit English Language Learners but are not included in the Every Student Succeed Act, which is crucial for L2 educator instructors.

The Every Student Succeeds Act (ESSA) introduces new requirements for educator professional development, but does not offer guidance on improving the expertise of current educators who work with English Language Learners (ELLs). It also lacks recommendations for increasing the number of ESL or bilingual specialists. This suggests that effective teaching alone is considered sufficient when working with ELLs, without striving to implement better or best teaching practices. Furthermore, there is no federal support for the research-supported benefits of multilingual education for both ELLs and English speakers interested in learning other languages. Regrettably, these two aspects are not adequately addressed at a national level.

References

1. Nichols, S. L., & Berliner, D. C. (2008). Testing the joy out of learning. Educational Leadership, 65(6), 14-18.
2. Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in US schools: An overview of research findings. Journal of Education for Students Placed at Risk, 10(4), 363-385.

The No Child Left Behind Act and its impact on English language learners (ELLs) are analyzed in an article titled "The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues." This article is featured in the journal Educational Researcher, specifically in volume 33, issue 1, pages 4-14.