The state has long held an English-only language policy in the classroom. By law, teachers are not allowed to provide instruction in any other language than English. However, many students do not have the English language skills to understand directions or vocabulary. In addition, many parents cannot help their children with their homework because they do not speak English. This creates a difficult environment for students, parents and educators.
The NCELA, or National Clearinghouse for English Language Acquisition, provides a great deal of meaningful information for ELL educators. They share information from scientific research studies that have been conducted into the current condition and future trends for ELL learning in America. They also offer information concerning assessment accommodations by state for ELL learners, best practices for educating populations such as Native American and Alaskan natives, and the school readiness of pre-K ELL children.
The site provides links that give information concerning each states implementation of Title III programs and ELL education. The website also provides information on professional development courses and web-based trainings. Finally, they offer links to grants and funding that are issued through OELA, the U.S. Department of Educations Office of English Language Acquisition.
Bland, K. (2006, February 26). State struggles to help English-learners achieve. Arizona Republic. Retrieved April 24, 2010 from http://www.azcentral.com/arizonarepublic/news/articles/0226ellday1blomo0226.html?&wired
Diaz-Rico, L. & Weed, K. (2010). The crosscultural, language, and academic development handbook. (4th ed.). Boston: Allyn & Bacon.
Iddings, A., Risko, V. & Rampulla, M. (2009). When you dont speak their language: guiding English-language learners through conversations about text. The Reading Teacher, (63)1, 52-61.
National Clearinghouse for English Language Acquisition. (n.d.). Retrieved April 24, 2010 from http://www.ncela.gwu.edu/development/.