Effective Educational Practices for English Language Learners within Mainstream Settings

• Published in: Race, ethnicity and education ethnicity and education, 2000-10, Vol.3 (3), p.317-332
• Main Authors: Necochea, Juan, Cline, Zulmara
• Format: Article
• Language: English
• Subjects: Education; English language; Ethnicity; Learning; Race
• ISSN: 1361-3324; 1470-109X
• DOI: 10.1080/713693040

Proposition 227, English for the Children, passed in California with 61% of the vote, was aimed at the elimination of bilingual education in the state of California through the electorate process. Ron Unz, the sponsor of Proposition 227, garnished strong electorate support for the initiative by effectively using the news media in his campaign against bilingual education. Since English for the Children is the 'law of the land' in California, this article proposes a systemic conceptual model that may increase the probability of effective implementation of Proposition 227, resulting in greater learning opportunities for English language learners (ELLs) in the state. The conceptual model delineates eight components-leadership, ongoing staff development, incorporation of primary language and culture, allocation of resources and materials, validation of current practices, merging theory and practice, accountability, and curriculum alignment-which form an interconnected web of interactions that converge to create the conditions necessary for implementing effective programs for ELLs. A systems perspective suggests that effective programs for ELLs under Proposition 227 will depend on California's ability to activate (implement) all eight components simultaneously.