诺丁汉代写Assignment:小布什

2017-05-16 00:31

小布什的“不让一个孩子落后法案”的浪潮，双语政策达到了顶峰（NCLB）2002。法律，这是一个重新授权的初等和中等教育法案（ESEA），没有正式办双语课程，但它对高风险的测试系统，促进了收养只有在英语­结构实现的。”第七章，也被称为双语教育法，作为一个更大的“学校改革”措施的一部分被淘汰了（克劳福德，2002）。因此，在前一年的文件，双语教育的文献被重新定义为在学龄儿童英语学习者新的腿­islation.the教育权利的英语学习者则是这些案件的新问题及其立法和法院判决系列。Jim Cummins，著名的教育学的作者，发表了他的思想，“教育政策创建在国家一级的谈判，在国家和地方学区的水平提供支持，学校，教师和学生。以这种方式，联邦政策影响课堂实践中发生的师生之间的微观互动“（康明斯，2001）。在许多法律案件在教师会议的需要和主流ELL学生要求的影响似乎从一个组合政策的直接的社会、政治和经济因素的影响。官方说，美国没有一个国家语言政策，将直接在公立学校的具体语言实践，但是，个别国家已经通过了语言政策立法，把英语比其他语言。国家的方向是公民权利和任何适当的公共程序，可理解的学术研究必须发展，以适应学生的英语水平的需要。州和地方学区由法令负责调整公共教育计划。
诺丁汉代写Assignment:小布什
A wave of anti-bilingualism policies reached its peak with George W. Bush's "No Child Left Behind Act" (NCLB) in 2002. The law, which was an another reauthorization of the Elementary and Secondary Education Act (ESEA), did not officially ban bilingual programs, but it imposed a high-stakes testing system that promoted the adoption and implementation of English-only in­struction. "Title VII, also known as the Bilingual Education Act, was eliminated as part of a larger "school reform" measure" (Crawford, 2002). As such, the references to bilingual education in the previous ESEA documentation were redefined as English Language Learners in the new leg­islation.The educational rights of school-age English language learners then are the new concerns of these cases and its series of legislative acts and court decisions. Jim Cummins, a noted Pedagogy author, published his thoughts as "educational policies created at the national level are negotiated at the state and local school district levels as supports are provided to schools, teachers, and their students. In this way, federal policies affect classroom practice in the micro-interactions that occur between teachers and students" (Cummins, 2001). The impact of the many legal cases on teachers meeting the needs and requirements of mainstreamed ELL students appears to result from a combination of policies influenced by immediate social, political, and economic factors. Officially, the United States does not have a national language policy which would direct a specific language practice in public schools, however, individual States have passed language policy legislation which places English over other languages. The national direction is on Civil Rights and any appropriate public program for comprehensible academic studies has to be developed to accommodate the student's English proficiency level needs. State and local school districts are tasked by statute to align public education programs.

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