Literaturnachweis - Detailanzeige
| Autor/in | Sosa, Alicia Salinas |
|---|---|
| Institution | Intercultural Development Research Association, San Antonio, TX. |
| Titel | 20 Years after Lau: In Pursuit of Equity Not Just a Language Response Program. |
| Quelle | (1994), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Access to Education; Bilingual Education; Educational History; Educational Policy; Elementary Secondary Education; Equal Education; Federal Legislation; Immigrants; Limited English Speaking; Public Schools; School Desegregation; Second Language Programs |
| Abstract | Educating limited-English-proficient students (LEP) in the nation's public schools is an unmet educational need with national impact and a history of minimal compliance with Federal laws. The Lau v. Nichols decision of 1974 placed responsibility on school districts to ensure that LEP students were identified and provided with a language response program. It did not mandate bilingual education or the use of the native language, but did affirm governmental authority to require affirmative remedial efforts to give special attention to linguistically deprived children. While the first generation of national origin desegregation focused on the physical movement of students, and the second generation of such desegregation focused on equal access and treatment, the third generation of national origin desegregation focuses on physical resegregation, equal opportunities, and equal outcomes of education. Changes introduced through the Lau decision have resulted in minimal compliance with the law. It is imperative that the next generation of desegregation address equity issues for LEP students, with bilingual education recognized as a necessary response. (Contains 14 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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