| mixed language ability grouping is ill-conceived |
2/12/07 5:37 PM |
| Author:
Oscar Medina
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One of the problems with public opinion (i.e. relative ignorance) dictating education policy is that research, education theory, legislation, and court law are overlooked.
What might seem as a "good idea," namely mixed level grouping of English learners, is in fact a tremendous detriment to the majority of such students. In such settings, students with lower skill sets will tend to distance themselves from participation in class discussions. Mixed-ability classrooms make it next to impossible for teachers to address the individual linguistic, academic, and cultural needs that English learners have.
California policy requires core content instruction to be designed and delivered to English learners at each individual level of English proficiency. Mixed-ability classes, let alone those that include native English speakers and special education students, present insurmountable obstacles for teachers.
California law requires, since 1998, that English learners be placed in programs specifically designed to address their linguistic and academic needs. While the law is silent as to whether students at various levels of proficiency may be placed in the same classroom, actual compliance monitoring shows that almost all teachers are incapable of meeting the requirement for differentiated instruction in mixed-ability classrooms.
Posted as a reply to:
English speaking classrooms by bobbi
b.
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