Policy Breakfast on English Language Learners

Since 2003, the Harvard Graduate School of Education and the Rennie Center for Education Research and Policy have collaborated to host a series of meetings for policymakers, opinion leaders, researchers, business people, and educators. These gatherings have been devoted to thorough, thoughtful consideration and constructive dialogue on critical education policy and improvement issues. This invitation-only breakfast focused on the implementation of policies designed to meet the needs of English language learners (ELL).

Nationally, as well as in Massachusetts, the number of limited English proficient students is growing and with it the concern about how best to reach and teach non-English speaking students. In an effort to address this issue, Massachusetts voters approved a ballot initiative in 2002 promoting Sheltered English Immersion (SEI) as the primary means of teaching English to non-native speakers and limiting Transitional Bilingual Education (TBE) programs. Though several states join Massachusetts in this shift toward providing a greater amount of instruction in English, the research on the effectiveness of English-only instruction over instruction that incorporates the student’s native language has not reached a definitive verdict.  More than two years into implementation, it is unclear what effects the Massachusetts law has had on the availability of different program options, student assignment to programs, and teacher training opportunities. During our forum, we considered early evidence and explored both opportunities and challenges of effective implementation of policies designed to address the unique needs of English language learners.

Christine Rossell, professor of political science at Boston University and former co-chair of the Massachusetts campaign to pass Question 2, discussed potential lessons to be learned from other states that are implementing Sheltered English Immersion. Next, Roger Rice, co-executive director of Multicultural Education, Training and Advocacy, a nationwide group that advocates for immigrant and non-English speaking parents and students, spoke about what has yet to be done to effectively address the needs of ELL students in Massachusetts. Finally, Harvard Graduate School of Education Assistant Professor Nonie Lesaux, whose research focuses on English language learners, commented on the impact of state and district policies on ELL students at the classroom level.