ESL-7600 v2

Callahan, R. M., Jiang, L., & Núñez, A. M. (2023). EL policy and immigrant politics: State and federal policy and ever-EL students’ postsecondary pathways. Educational Policy, 37(5), 1467-1505. https://doi.org/10.1177/08959048221103802
In this article, the authors examine how state and federal policies impact the academic paths of students who have been classified as English Learners. They propose a policy-driven empirical approach to analyze these effects and highlight the importance of understanding the interplay between policy decisions and the educational outcomes of this group. They further emphasize the need for policymakers to consider the long-term implications of EL-related policies on students' postsecondary success.

Callahan, R., Gautsch, L., Hopkins, M., & Carmen Unda, M. D. (2022). Equity and state immigrant inclusivity: English learner education in ESSA. Educational Policy, 36(5), 1011-1053. https://doi.org/10.1177/0895904820925819
In this article, the authors examine how state-level immigrant policies influence English Learner education under the Every Student Succeeds Act (ESSA). The authors analyze ESSA implementation plans from 12 states, assessing the relationship between each state's immigrant policy context and its EL educational strategies. Findings suggest that states with more inclusive immigrant policies tend to adopt more supportive and equitable approaches to EL education in their ESSA plans.

Escamilla, K., Shannon, S., & García, J. (2022). Four decades after Castañeda: A critical analysis of bilingual/dual language education in Colorado. Language policy, 21(3), 357-379. https://doi.org/10.1007/s10993-022-09628-1
In this article, the authors explore the evolution of bilingual education policies in Colorado from 1976 to 2019. Their findings reveal that, except for the initial period, Colorado's policies have predominantly viewed language as a problem, reflecting systemic racism in language practices. Despite these challenges, communities have demonstrated resilience by preserving bilingual education for Spanish-speaking Mexican-origin children.

Coady, M. R., Ankeny, B., & Ankeny, R. (2022). Is language a ‘right’ in US education?: Unpacking Castañeda’s reach across federal, state, and district lines. Language policy, 21(3), 305-329. https://doi.org/10.1007/s10993-021-09604-1
In this article, the authors analyze the socio-historical context of the 1981 Castañeda v. Pickard case and its relationship to the 1974 Lau v. Nichols decision. Focusing on Florida's complex language policy landscape, the authors describe how state and local policies often hinder progress for bilingual students, despite the Castañeda standards. The authors caution scholars and advocates to critically assess the limitations of legal frameworks in ensuring language rights for minoritized students in U.S. public schools.

Lopez, J. (2024). Effects of Americanization on the immigrant student population. Capstone Projects and Master’s Theses. 1749. https://digitalcommons.csumb.edu/caps_thes_all/1749/
In this article, the author examines the impact of Americanization policies, particularly Proposition 227, on immigrant students whose first language is not English. This research highlights the consequences of Americanization policies on immigrant students and provides recommendations for more inclusive language education strategies.

Thacher, A., & Battey, A. (2023). Evolution of English language learning in US schools. Documents to the People, 51(3), 36-43. https://journals.ala.org/index.php/dttp/article/view/8128/11308
In this article, the authors examine the evolution of language, legislation, and provisions for EL students in the U.S. from 1995 to 2020, focusing on how different presidential administrations addressed their education and rights. Key legislative milestones include the 2002 No Child Left Behind Act (NCLB) under the Bush Administration, which imposed stricter regulations on schools, and the 2015 Every Student Succeeds Act (ESSA) under the Obama Administration, which updated policies, supported teachers, and expanded preschool access. The authors analyze these legislative changes using governmental and non-governmental sources, comparing the 2020 OCR Annual Report with past policies to assess ongoing challenges for EL students.

Burch, P. (Academics). (2018). Patricia Burch and Rodolfo Acosta discuss navigating the politics of education in school and instructional improvement [Video]. SAGE Knowledge. https://www-doi-org.proxy1.ncu.edu/10.4135/9781526444042
This 29-minute video presents an overview of how historical, political, and social issues impact education, especially for ELL students. There are additional videos available to watch in this series if you are interested in exploring more than the required video that is linked here.

A chronology of federal law and policy impacting language minority students. (n.d.) Colorín Colorado. https://www.colorincolorado.org/article/chronology-federal-law-and-policy-impacting-language-minority-students
In this resource, key developments in U.S. federal policies affecting EL students are outlined. From the 1920s to the 1960s, "sink-or-swim" English immersion was prevalent, offering minimal support to language minority students. The 1963 success of a bilingual program for Cuban refugees in Florida marked a shift towards more supportive educational approaches. Subsequent legislative milestones, such as the Bilingual Education Act of 1968 and the Equal Educational Opportunities Act of 1974, further advanced the rights and educational opportunities for EL students.

YourDictionary. (2021). The history of ESL. https://www.yourdictionary.com/articles/esl-history-trading-colonization
On this webpage, the evaluation of ESL instruction is outlined, beginning in the 15th century with England's expansion through trade and colonization. It described how English traders and colonizers established global footholds, creating the need to teach English to non-native speakers. The article explores how this led to the development of structured ESL programs aimed at facilitating communication and promoting English proficiency among diverse populations.