Reflection # 4

The Texas Education Agency provides the English language proficiency standards and student expectations for English language learners (ELLs) and requires School districts to implement this as an integral part of each subject and is also to be linked along with the Texas Essentials Knowledge and Skills (TEKS) for each subject. This means that the TEA provides the frame work and legal requirement to implement the program by all school district. The TEA policies also provide for effective instruction in second language giving Ells the opportunity to develop all aspects of a language such as listen, speak, read and write at current levels of development that would gradually lead to linguistic complexity.  

The TEA clearly defines the expectations through the TEKS; stating that “It is the policy of the state that every student in the state who has a home language other than English and who is identified as limited English proficient shall be provided a full opportunity to participate in a bilingual education or English as a second language program, as required in the Texas Education Code, Chapter 29, Subchapter B”. With this policy the TEA requires all school districts to:

·         Identify limited English proficient students based on criteria established by the state,

·         Provide bilingual education and English as a second language program as provided in the Texas Education Code 4.002’

·         Provide certified teaching personnel, so that students with limited English proficiency have full opportunity to master the essential skills and knowledge ,

·         Finally schools should be able to assess achievement for essential shills and knowledge in accordance with the Texas Education Code 39.

I do see that the TEA has provided a very comprehensive framework or guidelines to implement an effective language program for limited English language learners, the effect of the legal provision or policy could be nullified if the schools don’t implement the program understanding the need and the spirit behind helping students with limited English language proficiency.

It is also interesting to note that there is a partnership program between the TEA and the Ministry of Education of Spain to provide Spanish resource centers with American Universities, visiting teaching programs and development of other education programs that involves American students and teachers to promote teaching Spanish as a second language and culture.

The requirement of 89.1205 requires a bilingual program to be offered only if the enrollment of limited English proficient students is 20 or more, so my concern is what happens if there are only 15 students, could the school deny language support if it wishes do to so?

I believe that the number of students should not be limited to 20; all schools should be required to implement a program for students with limited English proficiency as the academic progress of the student will greatly be influenced by the language skills.