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Essay / Research Paper Abstract
This 9 page paper begins with an chronological outline of the laws addressing English language learners, both before and after the Lau case. The writer then provides a comprehensive overview of the Lau v Nichols case beginning with initial complaint filed on behalf of 12 Chinese-American students in San Francisco, a case that asked only that the school district teach the children English, and the final outcome from the U.S. Supreme Court. Actual excerpts of the different written decisions are included. Bibliography lists 5 sources.
Page Count:
9 pages (~225 words per page)
File: MM12_PGlau.rtf
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Unformatted sample text from the term paper:
of the courts ruling, it is helpful to review a chronology of federal laws and policies that address English language learners. * 1963: A two-way bilingual program designed and implemented
for Cuban refugee children in Dade County (Miami area), Florida inspired the adoption and implementation of similar programs elsewhere in the country (Texas Education Agency Bilingual/ESL Unit, 2004). * 1964:
Civil Rights Act: Title VI prohibits discrimination on the basis of race, color, or national origin in the operation of any program receiving federal funds (Texas Education Agency Bilingual/ESL Unit,
2004). * 1968: The Bilingual Education Act, Title VII of the Elementary and Secondary Education Act (ESEA) of 1968 mandated bilingual education for economically disadvantaged language minority students, allocated
funds for programs deemed to be innovative and recognized the unique educational disadvantages faced by non-English speaking students (Texas Education Agency Bilingual/ESL Unit, 2004). * 1978: Amendments to Title VII
emphasized the strictly transitional nature of native language instruction, expanded eligibility to students who are limited English proficient (LEP), and permitted enrollment of English-speaking students in bilingual programs (Texas
Education Agency Bilingual/ESL Unit, 2004). * 1982: Further Amendments to Title VII emphasized the importance of teacher training, provided program funding for LEP students who had special needs and provided
for some native language maintenance (Texas Education Agency Bilingual/ESL Unit, 2004). * 1988: More amendments to Title VII imposed a three-year limit on participating in most Title VII programs, increased
funding to states and expanded funding for programs where only English was used and created fellowship programs for professional training (Texas Education Agency Bilingual/ESL Unit, 2004). * 1994: There were
major educational reforms including a reconfiguration of Title VII programs. New provisions in the law increased attention to language maintenance and foreign language instruction, provided more funding for immigrant education,
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