The legislation proposition drafted with regards to the learning of English of non-native speakers of the language in the United States took effect in states of California, Arizona and Massachusetts (Mora, 2009). This legal proposition requires that English language learners learn English through an English structured or sheltered immersion for one year (Mora, 2009). The immersion program requires that learners study using the English language exclusively in order to enhance the fluency of the learners in the language. The legislation only allows students to study in classes using their native language as language of instruction in exceptional cases through a parental petition and waiver process (Mora, 2009).
The learners transfer to mainstream English classes after being able to master the immersion program (Mora, 2009). After becoming fluent in the English language, the learners are able to study the technical courses and subject matters such as Math, Science and History that are instructed in the English language. The learners have maximum chances of studying these technical courses effectively when they have already mastered the English language through immersion.
California Education Code Section 420 legislates a pilot program to fund the projects of supporting the implementation of English As A Second Language learning program (“California Education Code”, 2013). This pilot program serves to benefit English language learners because education authorities are able to monitor the effectiveness of the program to the learners. Such monitoring will enable the education authorities to adjust the implementation of some parts of the program, to suit the learning needs of the learners. Authorities will be able to adjust the pace of the implementation of the program, according to the learning competencies of the students.
The pilot program likewise enables the prevention of the waste of money in establishing a permanent educational program for English language learners. Through the implementation of the pilot program, authorities are able to test out if such a program will work or be compatible with their groups of learners. A discontinuation of the implementation of the program may automatically be implemented with no funds wasted once the program is deemed to be not suited for the students in the state.
In the state of Arizona, the department of education need to distribute forms to school districts and charter schools so the latter can submit budget requests for the state’s structured English immersion fund (“Arizona Revised Statutes”, 2012). Arizona has limited budget in funding English immersion programs. Therefore, it is of utmost importance to make sure that the immersion program will be established on the right track.
The Office Of English Language Acquisition And Academic Achievement in Massachusetts supplies the federal and state funds for the implementation of English language learning programs (“English Language Learners”, 2013). It is important to manage the funds from the state properly when establishing English language learning programs so as to not allow bankruptcy within the state. The English language learning program will not have a definite continuity in its existence once the budget from the state supporting it cease to exist. Federal funds do not have the reliableness to be depended upon to fund state related needs.
There was a time that in California there was a specificity of the group of children to be educated in the English language, while there was only a general group of population to be legally educated in ESL in Arizona (“English-Only”, 2000). Proposition 227, passed in California on June 1998, indicated the education of the children of immigrants to the country of the English language (“English-Only”, 2000). On the other hand, Proposition 203, proposed in Arizona on November 2000, indicated the education of children in public schools of the English language (“English-Only”, 2000).
Arizona is a leading state in the promotion of English language learning among students in the country whose native language is not English (“Bilingual Education”, 2013). The state puts in more efforts and funds in supporting the implementation of English language learning programs as compared to California and Massachusetts. As a result, several non-native speakers of English are able to learn English more efficiently as compared to non-native speakers of English.
When the budgets within states run short, the funding of English language learning programs become difficult, if not impossible. Naturally, the states’ governments will prioritize the funding of basic educational programs that need immediate attention, such as special and basic education needs. Recruiting teachers who will be patient with non-native English speakers trying to learn English is another dilemma public and charter schools must deal with. It is normally difficult to find teachers nowadays who will be patient with constant drillings and repetitions of lessons in classes. Some teachers get easily irritated of hassles that come along when the teaching processes get tough.
Learning English as a second language enables the learners to become efficient in communicating with the majority of the population in America through being fluent in English. As a result, they will have no difficulty blending in at the society. Learning English will also benefit the learners when visiting other English speaking countries, thus, making them better comunicators in English.
Mora, J.K. (2009). From The Ballot Box To The Classroom. Supporting English Language Learners, 66. Retrieved from http://www.ascd.org/publications/educational-leadership/apr09/vol66/num07/From-the-Ballot-Box-to-the-Classroom.aspx
California Education Code Section 420 (2013).California Code Section 420. In Onecle. Retrieved from http://law.onecle.com/california/education/420.html
Arizona Revised Statutes - Title 15 Education - Section 15-756.01 Arizona English language learners task force; research based models of structured English immersion for English language learners; budget requests; definitions (2012). Arizona Revised Statutes - Title 15 Education - Section 15-756.01 Arizona English language learners task force; research based models of structured English immersion for English language learners; budget requests; definitions. In Onecle. Retrieved from http://law.onecle.com/arizona/education/15-756.01.html
English Language Learners (2013). English Language Learners. In Massachusetts Department Of Elementary And Secondary Education. Retrieved from http://www.doe.mass.edu/ell/
English-Only Vs. English-Only (2000). English-Only Vs. English-Only. In languagepolicy.net. Retrieved from http://www.languagepolicy.net/archives/203-227.htm
Bilingual Education (2013). Bilingual Education. In proenglish.org. Retrieved from http://proenglish.org/projects/bilingual-education