Year: 2000
Type: article
Study design: Observational Study
Abstract: One of the most commonly asked questions about the education of language minority students is how long they need special services, such as English-as-a-Second-Language (ESL) and bilingual education. Under the U. S. Supreme Court's interpretation of the Civil Rights Act in Lau v. Nichols (1974), local school districts and states have an obligation to provide appropriate services to limited-English-proficient students (in California now referred to as EL or English learner students), but policymakers have long debated setting time limits for students to receive such services. The purpose of this paper is to pull together findings that directly address this question. This study reports on data from four different school districts to draw conclusions on how long it takes students to develop oral and academic English proficiency. Academic English proficiency refers to the ability to use language in academic contexts, which is particularly important for long-term success in school. Two of th...
Authors: Kenji Hakuta, Yuko Goto Butler, Daria Witt
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2082305025