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• W70312078 abstract "I. INTRODUCTION Language is fabric of our thinking, vehicle of our social existence.* In a 2002 speech, President Bush stated that purpose of No Child Left Behind Act (NCLB) is to ensure that every child in every school performs at grade level in reading and math.2 This legislation required that by 2013-2014 school year, all school children in United States must reach class standards3 regardless of ethnicity, income, or background.4 Unfortunately, in year of 2010 (three years from NCLB 's due date for all students to reach proficiency) legislation in practice does not support President Bush's expectations. Moreover, legislation ignores fact that many schools and districts diverse.5 Within this diverse group of children students, who immigrants or children of immigrants, who do not speak English well.6 Yet, NCLB takes a one-size-fits-all approach and requires that all students achieve adequate academic proficiency,7 regardless of whether or not a student has acquired requisite English language proficiency. Implementation of social integration programs into NCLB legislation, however, may serve to remedy testing failures experienced by immigrants who do not speak English adequately. The purpose of this Note is to examine how NCLB has failed immigrant, English language learner (ELL), and limited English proficient (LEP) students8 even before they pick up a pencil to take required standardized testing.9 The Note first examines social integration and explores how it is connected to NCLB. Additionally, because legislature failed to consider both social integration and NCLB concurrently, need to develop policy to close achievement gap between English speaking and non-English speaking students is highlighted. The Note then examines prospect of an amended provision to NCLB to include social integration programs and considers other countries' social integration programs as paradigms to model. Finally, this Note proposes that federal school reform law should be amended to include social integration provisions. II. THE IMPLEMENTATION OF SOCIAL INTEGRATION PROGRAMS INTO NCLB LEGISLATION Although some scholars and advocates agree that U.S. has generous immigration policies, it fails to recognize what is needed to help immigrants integrate into society.10 Additionally, since immigration has been an issue of political significance in U.S. for over 100 years, immigration policies and debates have traditionally been concerned almost entirely with questions of how many and which immigrants should be either admitted or deported. However, this nation's immigrant integration policies, which some claim the ultimate test that determines whether immigration succeeds in creating stronger communities and enhancing U.S. economic competitiveness, are skeletal, ad hoc, and greatly underfunded.12 As discussed here, this is equally true for education policies for immigrant, ELL, and LEP students, who falling further behind in their classrooms due to lack of social integration programs.13 With implementation of social integration programs, students will do well both academically14 and socially outside classroom.15 A. Social Integration Benefits A basic assumption exists that any normal child will master system of systems composed of arbitrary and conventional signs forming a code suitable for communication, called language.16 But given that language is something that we speak, not something that can be transcribed by touch of a pencil,17 that we speak and understand language in its oral form even years before we begin to read and write,18 and that language in education is used to transmit information and explain world around us, it is not surprising that a child without a grasp of primary language used in class is at an enormous disadvantage.19 Currently, NCLB, in practice, ignores disadvantages endured by ELL students. …" @default.
• W70312078 created "2016-06-24" @default.
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• W70312078 date "2010-10-01" @default.
• W70312078 modified "2023-09-23" @default.
• W70312078 title "Chalk Talks - Globalizing No Child Left Behind: A Viable Catalyst in Implementing Progress for Social Integration Programs for Immigrant, English Language Learner, and Limited English Proficient Students" @default.
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