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NABE Conference in Phoenix on January 18-21, 2006 at the Convention Center

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Please contact Alejandra Sotomayor: asotomayor@azbilingualed.org


Respond to misinformation printed in the media by writing letters to the editor, opinion editorial pieces or to reporters. 

You don't know how? Click here for examples of items published in or sent to various media outlets.


Arizona department OF ED.


Click here for Parental Waiver Application

Click here for the AZ English Aquisition Services link


u.s. department OF ED.

Office of English Language Acquisition


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Searching for more articles related to learning English?

Follow this link   http://www.asu.edu/educ/epsl/lpru.htm






International Journal of Foreign Language Teaching A free on-line quarterly journal dedicated to communicating research, articles and helpful information regarding language acquisition to support teachers as they endeavor to create fluent, multilingual students. You must register in order to access the articles at http://www.tprstories.com/ijflt/

The report from the Center on Education Policy titled, "Caught in the Middle - AZ's ELLs and the high school exit exam" is now available on-line at: http://www.cep-dc.org/index.cfm?fuseaction=Page.viewPage&pageId=493&parentID=481  SUMMARY OF RECOMMENDATIONS
The Center on Education Policy offers the following recommendations for policymakers to help better prepare English language learners to pass the exit exam in Arizona. These recommendations grow out of our own observations during our Arizona case study research, suggestions by interviewees, and knowledge gained from our broader research on exit exams. More detail about each of these recommendations can be found in the final section of this report.


Journal of Borderland Education (JBE) is an on-line open source journal that publishes critical, integrative pieces of research and literature pertaining to education and the notions of borders and the borderland. Potential publications should include conceptualizations, interpretations, and syntheses of literature and scholarly work in the respective field and border/borderland issues. (http://education.nmsu.edu/jbe/index.html)


 The impact of language and high-stakes testing policies on elementary school English language learners in Arizona. Education Policy Analysis Archives, 14(13). Wright, W. E., & Choi, D. (2006).Retrieved [date] from http://epaa.asu.edu/epaa/v14n13/.

ArizonaNativeNet - A team of UA experts in American Indian programs has developed a Web site dedicated to the higher-education needs of native communities and offering various other useful resources. www. arizonanativenet.com  ArizonaNativeNet brings together the expertise of the Native Nations Institute for Leadership, Management and Policy and the Indigenous Peoples Law and Policy Program at the University of Arizona.
"LAWS AFFECTING THE SEGREGATION OF LATINOS The story for Latinos is very different. In most states, segregation of Latinos occurred because of residential segregation and through customs and traditions developed over time rather than by official laws."
U.S. Department of Education's Research Office Establishes National Literacy Panel on Language Minority Children and Youth. U.S. Department of Education

Journal of Borderlands Education (JBE) is announcing an inaugural peer-reviewed online journal dedicated to exploring the multiple aspects of borderlands education in and around the United States and abroad. JBE web site:  http://education.nmsu.edu/jbe and click on the Guidelines link. To complete the submission process click on the Submissions link, fill out the information, and attach your document.

Bilingual Research Journal: Latino Parents' "Choice" for Bilingual Education in an Urban California School: Language Politics in the Aftermath of Proposition; 2005-10-23 http://www.blackenterprise.com/yb/ybopen.asp?section=ybng&story_id=84434430&ID=blackenterprise
Bilingual Research Journal  Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education; 2005-10-23;
Bilingual Research Journal: Self-Designated Dual-Language Programs: Is There a Gap Between Labeling and Implementation? 2005-10-23
The Journal Educational Policy.(This second issue focuses on Arizona.) Educational Policy, Volume 19, Issue 5 (2005): Special Issue on Language Policy in Education, Part 2; Guest Editor, Maria Brisk; The Political Spectacle of Arizona's Proposition 203 by Wayne E. Wright; Bilingualism for the Children: Implementing a Dual-Language Program in an English-Only State; Mary Carol Combs, Carol Evans, Todd Fletcher, Elena Parra, and Alicia Jimenez; Revisiting the Bilingual Education Debate from the Perspectives of Parents: Policy, Practice, and Matches or Mismatches; Tom T. Stritikus, Eugene Garcia http://epaa.asu.edu/epaa/

Academic Achievement of English Language Learners in Post Proposition 203 Arizona. Wayne E. Wright & Chang Pu, University of Texas, San Antonio.  Executive Summary:
http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0509-103-LPRU-exec.pdf                      http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0509-103-LPRU.pdf


Rolstad, K., Mahoney, K., Glass, G. V. (2005). The big picture: A meta-analysis of program effectiveness research on English language learners. Educational Policy, 19, 572-594. Available at http://www.public.asu.edu/~krolstad/big_picture.pdf. It is shown that bilingual education is consistently superior to all-English approaches, and that developmental bilingual education programs are superior to transitional bilingual education programs.

Condition of English Language Learners in Arizona: 2005 http://www.asu.edu/educ/epsl/AEPI/Report/EPSL-0509-110-AEPI.pdf



This analysis provides data supporting this statement: "After looking at achievement data, it appears Prop. 227 had no effect on student test scores and reclassification." See the report at  http://epaa.asu.edu/epaa/v12n36/v12n36.pdf


Language Policy Research Unit website http://www.asu.edu/educ/epsl/lpru.htm  Click on "Research Reports"


"The acquisition of English by children in two-way programs: What does the research say?" Now available for downloading, from http://www.sdkrashen.com.


The full report "Effective Reading Programs for English Language Learners: A Best-Evidence Synthesis:"


“The 2002 California English Language Development Test documents the progress of more than 1.3 million English learner students in the state.  This report summarizes student achievement as measured by the test and evaluates the rate at which students’ English skills improve.  On the whole, student progress is slow, although some groups of students appear to make rapid progress…”  http://www.lao.ca.gov/2004/english_learners/021204_english_learners.htm


The Language Policy Research Unit at Arizona State University devotes this site to the law and language policy. The full site is available at  http://www.asu.edu/educ/epsl/LPRU/law/


The New Neighbors: A User’s Guide to Data on Immigrants in U.S. Communities, by The Urban Institute with support from the Annie E. Casey Foundation, is a guidebook designed to help local policy makers, program implementers, and advocates use U.S. Census and other data sources to identify immigrant populations in their local communities-their characteristics, their contributions, and their needs. The guidebook lists relevant data sources, the information contained in each, and where they can be located, as well as software needed to use them effectively. This report is available online: www.urban.org/UploadedPDF/310844_the_new_neighbors.pdf.


Language Skills and Earnings: Evidence from Childhood Immigrants  [Source: Abstract] Research on the effect of language skills on earnings is complicated by the endogeneity of language skills. This study exploits the phenomenon that younger children learn languages more easily than older children to construct an instrumental variable for language proficiency. Findings indicate a significant positive effect of English proficiency on wages among adults who immigrated to the U.S. as children. Much of this impact appears to be mediated through education. Differences between non-English speaking origin countries and English-speaking ones that might make immigrants from the latter a poor control group for non-language age-at-arrival effects do not drive these findings. http://www.ccis-ucsd.org/PUBLICATIONS/wrkg87.pdf


Special Feature: Frank Monaghan's Entering the List: Campaigning for Bilingual Education on the Net. Published in Language and Education; Vol. 17, No. 4, 2003. © 2003 F. Monaghan.


The Harvard Civil Rights Project just released a study on this. It's at: http://www.civilrightsproject.harvard.edu/news/pressreleases.php/record_id=4


The Chicano Studies Collection was established in 1970 in response to the academic needs of both Chicano students and faculty in higher education. Its purpose was to obtain works by and about Mexican Americans, or Chicanos, in the United States, and to place those materials in a separate library collection.  http://www.asu.edu/lib/archives/chicano.htm


The Bilingual Research Journal is a joint project of NABE, the National Association for Bilingual Education, and the Southwest Center for Education Equity and Language Diversity, College of Education, Arizona State University. BRJ Online contains the same material included in the printed (hardcopy) version of the journal. It is not necessary to subscribe to BRJ Online. http://brj.asu.edu/subscribe.html 


Is Bilingual Education Bad For You?: Another Bogus Argument Against Bilingual Education. Stephen Krashen. "The following is a critique of two reports by Joseph Guzman that have received wide press coverage: ..." http://www.asu.edu/educ/epsl/LPRU/features/article6.htm


The Amazing Case of Bilingual Education. Stephen Krashen. The rationale for bilingual education is clear, the research is positive, and many people find the rationale reasonable? Why is there so much opposition to bilingual education?  Now available at: http://www.eslminiconf.net/september/story8.html


Stephen Krashen: "The major problem is the definition of bilingual education. My response to Guzman is now available at: http://www.irvingisd.net/~spollard/response_to_guzman.htm"


Rand Reading Study Group (2002). Reading for understanding: Toward an R&D program in reading comprehension. Report prepared for the Office of Educational Research and Improvement. Santa Monica: RAND]  http://www.rand.org/publications/MR/MR1465/MR1465.pdf


NCELA OUTLOOK A Monthly Online Publication of the National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA). http://www.ncela.gwu.edu/newsline/


A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement Final Report: Project. Principal Investigators: Wayne P. Thomas and Virginia P. Collier, George Mason University.  http://www.crede.ucsc.edu/research/llaa/1.1_final.html


Collier, V. P., and Thomas, W. P. (2004). "The Astounding Effectiveness of Dual Language Education for All." NABE Journal of Research and Practice 2(1): 1-20. http://njrp.tamu.edu/2004.htm


The Thomas and Collier 1997 national research study summary may be found at: Thomas, W. P., and Collier, V. P. (1997). School Effectiveness for Language Minority Students. National Clearinghouse for Bilingual Education (NCBE) Resource Collection Series, No. 9, December. Available at http://www.ncela.gwu.edu/pubs/resource/effectiveness/thomas-collier97.pdf


Kenji Hakuta, Stanford University (http://www.stanford.edu/~hakuta/index.html) analysis of Oceanside School Distrist : Silence from Oceanside and the Future of Bilingual Education by Kenji Hakuta http://www.stanford.edu/~hakuta/SAT9/Silence from Oceanside.htm


http://www.ncela.gwu.edu/enews/2005/0125.htm#NCELAReleases. NCELA Releases the 2003-2004 State LEP Enrollment Growth Charts for 46 states. These visual aids chart the growth of LEPs over the past ten years, from the school year 1993-94 to 2003-04.


Research: "Limited English Proficient Students: Increased Accountability Under NCLB" From The Civil Rights Project at Harvard By Laura Batt, Jimmy Kim, Gail Sunderman, Dated February 2005 http://www.civilrightsproject.harvard.edu/research/esea/LEP_Policy_Brief.pdf  Why support a delayed-gratification approach to language education? Stephen Krashen, published in: The Language Teacher, 28(7), 3-7. (2004). Now available at http://www.sdkrashen.com. May be downloaded and shared with colleagues, students, etc.


No Child Left Behind: Misguided Approach to School Accountability for English Language Learners, which is on the NABE website at http://www.nabe.org/documents/policy_legislation/NABE_on_NCLB.pdf


http://brj.asu.edu/archives/23v21/indexg.html   Title: Balkanization, Bilingualism, And Comparisons Of Language Situations At Home And Abroad. ABSTRACT: In this article,  the "balkanization argument" made by conservatives for English-Only legislation and against bilingualism is addressed. The argument here is that the United States faces the sort of linguistic divisions found in other countries. Most frequently invoked are the cases of Canada and Belgium.




 Arizona Debate continues...

Lack of appropriate funding for ELL continues...

Oct. 30, 2005
The Arizona Republic

  Arizona highway funds imperiled … On Monday, a federal judge in Tucson will consider halting Arizona's freeway construction to force the state to do more to help ELLs. Tim Hogan of the Arizona Center for Law in the Public Interest is targeting highway funds because he believes the sanctions would get lawmakers' attention without penalizing needy children. An order to withhold the highway money would be unprecedented. The request will be heard by U.S. District Court Judge Raner Collins, who already has found Arizona's spending on students learning English to be "woefully inadequate." Because of their lack of English skills, such children are considered high risks to drop out of school. Their numbers are growing rapidly as Arizona's Latino population continues to swell. Opposing attorneys say withholding up to $500 million in federal money would have an "immediate and devastating" effect on Arizona's economy.  The funds, which account for at least half of the Arizona Department of Transportation's budget, flow into the state as needed to pay for ongoing construction projects.

Aug. 3, 2005
Associated Press

"Napolitano said lawmakers need to deal with it sooner rather than later. 'We need to solve this problem as opposed to litigating it,' she said. In the wake of lawsuit plaintiffs going to court to turn up the heat on state lawmakers, Gov. Janet Napolitano says a special session of the Legislature may be needed to resolve a long-standing school funding issue that could jeopardize federal funding for highway construction in Arizona."
The lawsuit plaintiffs asked the judge in the case to expedite his consideration of their request for sanctions. Otherwise, it could be months before there's a ruling and easily January before the Legislature is forced to act, the plaintiffs' lawyers said. Given that the students are not adequately learning English and are failing the AIMS graduation test in large numbers, "they need relief now, not next January," the motion stated

Make a difference! Call the Governor’s office at (602-542-4331) to thank her for this courageous advocacy on behalf of English Language Learners in our schools.

Our action makes a difference!


 AABE is a NABE Affiliate Member


Problems with this page? Contact asotomayor@azbilingualed.org