The November/December 2010 edition of Leadership published by the Association of California School Administrators contains two wonderful article about the research and district efforts to address the language and academic needs specific to long term English learners. The research article is written by Dr. Laurie Olsen, author of Reparable Harm, and the district perspective is written by Jennifer Robles, director of Bilingual Education Programs, Ventura Unified School District. These two articles are posted with permission of Leadership magazine, published by the Association of California School Administrators.
A portrait of long-term English-language learners in 40 California school districts shows that the specific needs of such students are largely being ignored, a statewide coalition of education and civil rights groups contends in a new report.
Based on survey data, the study by Californians Together found that 59 percent of English-language learners in secondary schools in the districts had been in U.S. schools for more than six years without reaching a sufficient level of English proficiency to be reclassified as fluent. It also found that few school districts had programs or formal approaches designed especially for the long-term English-language learners.