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Overview:

There are currently about 5 million students in U.S. schools who have limited English language skills. These students are protected by civil rights law, and U.S. school districts are required to provide them with “equal opportunity” to succeed in the school system through “affirmative” measures. For several decades, policymakers, educators and politicians have battled over these measures, and over how English Language Learners (ELLs) are to be instructed in the U.S. school system.

 
Established by the No Child Left Behind Act of 2001 (NCLB), the Office English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) replaced the former Office of Bilingual and Minority Language Education. The name change aptly reflects a shift in policy—from an emphasis on bilingual instruction to a more “English only” approach to integrating non- or limited-English-speaking students into the federal school system. The No Child Left Behind Act established new, steep standards for student and school achievement with periodic testing—which, according to critics, combines with the English only approach to marginalize students in need of English instruction. 
 
OELA is responsible for administering programs and activities under Titles III and V of the No Child Left Behind Act, including the distribution of $1 billion in federal grant funds to institutions of higher education, state education agencies, districts, schools and community-based organizations.
 
The agency’s emphasis is mostly on English language programs for immigrant and limited English proficient (LEP) students—carried out through Title III programs (Title III is the latest reauthorization of the Elementary and Secondary Education Act of 1965, and covers most federal K-12 schools). OELA also administers discretionary grants under Title VII of the former Elementary and Secondary Education Act (ESEA) and the National Clearinghouse for English Language Acquisition (NCELA) and oversees some foreign language grants under Title V of NCLB.
 
The office is also responsible for identifying issues and challenges in the English language acquisition system, and supports state and local reforms. Recent government review of the office found a lack of “ambitious goals and timeframes in which to accomplish them,” and emphasized the increasing need presented by the millions of non-English speaking students in U.S. schools.
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History:

 

ESEA
First passed in 1965 as part of Lyndon Johnson’s War on Poverty, the Elementary and Secondary Education Act has been the largest source of federal support for K-12 education. ESEA helped provide funding for the neediest students and schools, in part by coordinating efforts among federal, state and local governments. Since it was enacted, the bill has been reauthorized several times, most recently with the No Child Left Behind Act of 2001.
 
As part of that reauthorization, a Republican Congress replaced the Bilingual Education Act with the English Language Acquisition Act, and the former United States Department of Education's Office of Bilingual Education and Minority Language Affairs with the new Office of English Language Acquisition.
 
In addition to formalizing a policy agenda pushing for “evidence” that federal education programs would produce measurable results in student achievement and success, NCLB’s new English language mandate killed all reference to bilingual education, a clear bias toward English immersion. (See Debate section)

NCELA History

, including the landmark

Lau v. Nichols

, in which the Supreme Court ruled that

identical

education does not constitute

equal

education under the

Civil Rights Act

by “merely providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.” The decision further mandated that school districts must take “affirmative steps” to overcome educational barriers faced by non-English speakers, but did not specify a methodology.

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What it Does:

 

According to the National Clearinghouse for English Language Acquisition (NCELA—see below), the number of English Language Learners (ELLs) in U.S. schools has more than doubled over the past fifteen years, and ELL enrollment has increased nearly seven times the rate of total student enrollment during the same period. (See NCELA FAQ for more info on ELL student enrollment rates).
 
By the government’s count, there are about 5 million students in U.S. schools today who have limited English skills that affect their ability to learn. Federal and state laws mandate that these students have equal access to a quality education—although they do not specify what methods are to be used to achieve this goal. (See Debate section for more information on minority language education).
 
According to the agency, its mission is to “identify major issues affecting the education of ELLs, and to assist and support state and local systemic reform efforts that emphasize high academic standards, school accountability, professional training and parent involvement.”
 
Under Title III (PDF) of the No Child Left Behind Act of 2001, the OELA administers funding for English language programs designed to help limited English proficient (LEP) and immigrant students in the school system. OELA responsibilities under Title III include:
  • Administering grant programs that help children develop proficiency in English and achieve high content standards.
  • Recommending policies and promoting best practices for meeting the needs of English language learners.
  • Strengthening collaboration and coordination among federal, state and local programs serving English language learners.
  • Monitoring funded programs and providing technical assistance that focus on outcomes and accountability.
 
The National Clearinghouse for English Language Acquisition (NCELA), formerly the National Clearing House for Bilingual Education, supports the OELA in its administration of Title II and NCLB as it applies to English language learners. NCELA is “authorized to collect, analyze, synthesize, and disseminate information about language instruction educational programs for limited English proficient children, and related programs. Priority is given to information on academic content and English proficiency assessments and accountability systems.”
 
NCELA’s Intro to Language Instruction Ed programs:
·         What is an ELL?
·         ELLs and U.S. Schools
·         Resources from NCELA
·         LEP Partnership Initiative
 
Under NCLB, states are required to develop annual, measurable achievement objectives for limited English proficient (LEP) students that measure their success in English proficiency and in the academic system, generally. Distributed to states according to the number of immigrant and LEP populations, state grants are designed to help LEP (elementary and secondary) students keep apace with the challenging state-level standards and goals. The program provides “enhanced instructional opportunities for immigrant children and youths.” Specifically, schools use funds to implement or expand language instruction programs—including immersion programs, curriculum and professional development and distance learning. Programs must be based on “scientifically based research.” LEA can also support school-wide or system-wide programs to “restructure, reform, or upgrade all programs, activities, or operations related to the education of their LEP students.”
 
Under Title V (PDF), the Office administers funds for strategic foreign language acquisition:
 
Foreign Language Assistance Programs (FLAP) - provide grants to establish, improve, or expand innovative foreign language programs for elementary and secondary school students.
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Where Does the Money Go:

Appropriations

Fiscal Year 2000: $7,269,823
Fiscal Year 2001: $12,800,000
Fiscal Year 2002: $7,449,767
Fiscal Year 2003: $15,981,619
Fiscal Year 2004: $16,545,800
Fiscal Year 2005: $15,833,974
Fiscal Year 2006: $19,193,427
 
The money goes to schools, districts and community-based organizations that provide English and foreign language instruction—but other stakeholders include English Only advocates and lobbyists; teachers and other professionals in the school system; immigrant children; their families and the organizations that advocate on their behalf; bilingual education advocates; and related producers, service providers and consumers.
 
The National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA) is funded by the OELA.
 
For more details on individual funded programs (including funding status) see:
 
Awards Information
 
2006
Number of New Awards Anticipated: 86
Average New Award: $150,000
Range of New Awards: $50,000–$300,000
Number of Continuation Awards: 45
Average Continuation Award: $138,146
Range of Continuation Awards: $33,057–$175,000
 
2003
Number of New Awards Anticipated: 89
Average Size of Awards: $112,500
Range of Awards: $50,000 - $175,000
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Controversies:

 

Controversy over bilingual education: See debate section.
 
Critics charge that, despite the government’s explicit commitment to multiculturalism in the public school system, the emphasis still seems to be on assimilation.
 
Problems with new policy under NCLB:
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Suggested Reforms:

 

Biennial Evaluation Report to Congress (on Title III state formula grant program implementation)
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Debate:

The defining national debate in and surrounding this agency is that over the approach to teaching non- or limited-English speakers. “Bilingual Education” and “English Immersion” are the two main competing methods.

 
Bilingual Education v. English-Only
Under civil rights law, schools have a legal obligation to ensure that minority students and students with limited English abilities have access to quality education and academic achievement.
 
In 1974 the Supreme Court established that “there is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”
 
While the government mandates that school districts take “affirmative steps to rectify the language deficiency in order to open its instructional program to these students,” federal and state law does not specify the content of these “steps.”  Thus there is much debate surrounding how relevant policy is developed and implemented.
 
The debate over bilingual education centers on if and how much of Limited English Proficient (LEP) students’ education should include instruction in their native language. Supporters argue that competency in one’s native language provides crucial cognitive and social tools necessary for both language proficiency and general learning— and that bilingual education leads to much higher rates of “biliteracy.” Opponents believe that early English instruction gives students a leg up and advocate minimal use of native language.
 
In the 1980s the “English Only” bilingual opposition group gained momentum, supported by cultural conservatives who claimed bilingual education causes ethnic and racial separatism and argued for assimilationist policies. By 1988 the movement had spent nearly $18 million in 39 state campaigns to pass legislation making English the official language. Thereafter, the movement lost power, as supporters were increasingly linked to more sinister political objectives and activities—such as anti-immigration policies, population control and eugenics.
 
Aside from its blatantly racist undertones, arguments advanced by the English Only movement are attacked for be staunchly ideological, defying consistent research that demonstrated the clear advantages of bilingual education.
 
While most academics and linguists generally agreed on a more positive vision of bilingual education, media treatment of the debate was stacked in favor of the opposition. As stated in a report presented at the 1992 National Conference of the American Association of Higher Education, media coverage was overwhelmingly negative, while, “by contrast, the academic debate lines up virtually all North American applied linguists who have carried out research on language learning as advocates of bilingual programs against only a handful of academics who oppose bilingual education. None of those who oppose bilingual education has a background in the discipline of applied linguistics.”
Research, Ethics, and Public Discourse: The Debate on Bilingual Education (by Jim Cummins, National Conference of the American Association of Higher Education)
 
Subsequent research continued to demonstrate the benefits of bilingual education over submersion practices, but opponents attacked the underlying methodologies and claimed much leading research in the debate was outdated.
 
Background/Analysis of the Debate
Double Talk? (by Betty Ann Bowser, PBS Newshour)
The Bilingual Education Debate: Part I (by Sharon Cromwell, Education World)
Bilingual Education (MSN Encarta)
 
Advocates of bilingual education
Fallacious Arguments in the Bilingual Education Debate (by Jill Kerper Mora, San Diego State University)
 
Opponents of bilingual education
English First - Conservative anti-bilingual policy group founded in the 1980s that has lobbied extensively to make English the official language of the U.S. and do away entirely with bilingual education.
Debating bilingual education (by Michael Barone, US News and World Report)
 
New developments
Proposal Revives Bilingual Education Debate in California (by Carla Rivera, Los Angeles Times)
 
OELA and bilingual education
Before the creation of the OELA in 2001, the Bilingual Education Act of 1994 (the fifth and final reauthorization of Title VII of the ESEA, first passed in 1968) had provided competitive grants directly to school districts to help English language learners (ELLs), with a strong emphasis on professional development programs at the undergraduate and graduate levels. The 1994 reauthorization was the strongest version of the Act, promoting bilingual educations for ELLs.
 
In 2001, the Bilingual Education Act was terminated and replaced with NCLB. While NCLB policy refrains from either promoting or prohibiting native-language instruction, it removed all references to “bilingual education” and “bilingualism” as educational goals found in the preceding Elementary and Secondary Education Act (ESEA) of 1965.
 
Title III’s formula grants for English learner programs are distributed at the state level on a per-capita basis and require, with some controversy, annual assessments of English proficiency (even at the Kindergarten level).
 
At the state level, California’s 1998 Prop 227 mandated English-only instruction for most ELLS, followed shortly by similar legislation in Arizona, Prop 203, which is thought to be an even more restrictive moratorium on bilingual programs for ESL students. 
 
ELL Program Models
Instructional program models for ELLs typically fall into two main categories: bilingual education and English as a Second Language (ESL), in which all instruction is in English. The use of program models varies from state to state and district to district.
 
To see what programs currently are being used in a particular state, see the most recent Biennial Report to Congress
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Former Directors:

Margarita Pinkos

Margarita Pinkos emigrated to the U.S. from Cuba at the age of 16 and grew up in Palm Beach County, Florida. She earned her A.A. degree from Palm Beach Community College, and then completed undergraduate studies in zoology at Florida Atlantic University in 1975. After living in Venezuela for nine years, Pinkos returned to Florida in 1984. She began a long career with the Palm Beach County Public Schools when she was hired as an ESL teacher at Northboro Elementary School in West Palm Beach. At the same time, she began her master's in education, which she finished in 1987 at Florida Atlantic University.
 
During the 1988-89 school year, she served as the district's Haitian Project Coordinator, and in 1989, she became assistant principal at South Area High School, where she worked for four years. During the 1993–94 school year, Pinkos worked on the Area 5 Instructional team, coordinating and supporting ESL programs in 40 schools.
 
In 1994, Pinkos ran Gove Elementary School in rural Belle Glade, near Lake Okeechobee, Florida, where she spent five years. While working at Gove, she also taught education classes part-time as an adjunct faculty member at Palm Beach Community College.
 
From 1999 to 2006, Pinkos served as the executive director for the district's Multicultural Education Department. She also continued to teach education classes as an adjunct faculty member for Florida Atlantic University, while finishing her doctorate there in educational leadership in 2002.
 
Pinkos joined the Department of Education as a senior policy advisor to the secretary and deputy secretary in 2006, and was appointed as OELA’s acting assistant deputy secretary the next year.
 
President Bush named Margarita Pinkos as assistant deputy secretary and director of the Office of English Language Acquisition (OELA) on Dec. 23, 2007. She resigned in May 2008.
 
Kathleen Leos
On September 1, 2005, Kathleen Leos was appointed by President George Bush to serve as Assistant Deputy Secretary and Director of the Department of Education's OELA. Before her appointment, Leos had served as Associate Assistant Deputy Secretary and Senior Policy Advisor in OELA since 2002.
 
In 1991, while serving as PTA president at her child's elementary school, Leos, with other parents and community members from six different cultures, successfully led a movement against involuntary busing in East Dallas and advocated for the construction of two new schools in her neighborhood. Later she was a member of the Dallas Public Schools Board of Education (DISD). While serving on the Board of Education, DISD created controversy a few times. In 1997, Leos supported the proposal that DISD purchase an old church and convert it into a public school because of the lack of classrooms to meet the increase in Dallas' population. In 2000, the DISD decided to privatize the Dallas public schools through a company called Edison Schools Inc. despite its failed attempt to improve schooling in Sherman, OK. That same year, Leos was policy advisor on the new education bill, No Child Left Behind, which President Bush signed into law on January 8, 2002. Just one year later, Leos was appointed to OELA, the department responsible for carrying out the No Child Left Behind Act.
 
In 1992, Leos founded the non-profit agency, Basic English Inc, which was awarded the Laura Bush First Lady Family Literacy Award in 2001. Leos also coauthored Texas’ HB 103, known as the “No Exemption Law,” which required all English language students to be included in Texas’ accountability system. Leos was director of the Dallas Services for Visually Impaired Children from 1988 to 1999.
 
Leos speaks Spanish as well as English.
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Comments

Bozo 1 month ago
The most worthless department of them all. There should be NO federal collection of tax dollars for education at this level. States are responsible for education.

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Founded: 2001
Annual Budget: $255 million
Employees:
Office of English Language Acquisition (OELA)
Barrera, Rosalinda
Director

President Barack Obama named Rosalinda B. Barrera assistant deputy secretary of education and director of the Office of English Language Acquisition (OELA) on August 23, 2010. OELA is an agency in the Department of Education responsible for administering English language programs for immigrant and limited English proficient students, estimated to be about 10% of total school enrollment nationwide. She succeeded Acting Director Richard Smith, who took the position on May 26, 2008, following the abrupt resignation of Margarita Pinkos.

 

Born Rosalinda Benavides in 1946 in Premont, Texas, (1950 pop.: 2,619) where her father was a letter carrier and her mother a homemaker, Barrera was the oldest of four children. With Spanish spoken at home, Barrera learned English when she started the first grade, at a time when speaking Spanish was forbidden at school. Growing up in the vibrant Mexican-American culture of South Texas, she later recalled that the Spanish ban “probably served to stop a lot of other learning that I could have done, because it brought with it…questions about what was okay to use at home with family and what was not. And never seeing yourself and finding yourselves in the books at school was also probably something that stayed with me for a long time.”

 

Barrera was valedictorian of her high school class in Falfurrias, Texas, before going on to earn three degrees at the University of Texas: a B.A. in journalism in 1968, an M.A. in Communications in 1969, and an Ed.D. in Reading Education in 1978.

 

After getting her M.A. degree, Barrera worked as a reporter with the Corpus Christi Caller-Times from 1969 to 1970, and then was a curriculum editor for the Southwest Educational Development Laboratory in Austin from 1970 to 1972, beginning her doctoral studies in 1973. At the same time, she taught second grade in a bilingual elementary school in Austin, moving to southern New Mexico in 1975. She then served as a reading specialist for the Region 19 Education Service Center in El Paso, Texas, before becoming director of K-12 curriculum and instruction for the Socorro School District outside El Paso.

 

With her new doctorate in hand, Barrera joined the faculty at New Mexico State University (NMSU) in Las Cruces in 1980 as a lecturer in education specialties, advancing to full professor of curriculum and instruction in 1993. She was a visiting faculty member at the University of Arizona in spring 1989 and the University of California at Berkeley in summer 1990. During her tenure at NMSU, she served as chair of the Professional Standards Commission, an advisory body to the New Mexico Board of Education.

 

In 1998 Barrera joined the University of Illinois at Urbana-Champaign as a professor of curriculum and instruction. In 2002 she became interim associate director for the Center on Democracy in a Multiracial Society, and became interim director in 2004, when she also was named an associate provost. In June 2005, Barrera was named dean of the College of Education at Texas State University-San Marcos, where she remained for five years.

 

An editorial board member of many academic journals, Barrera co-edited the 2002 book Multicultural Issues in Literacy Research and Practice  and Kaleidoscope: A Multicultural Booklist for Grades K-8 (1997). She has served on the reading committee of the National Assessment of Educational Progress, the National Advisory Committee on Head Start Research and Evaluation, the literacy advisory board for Reading Is Fundamental, and the boards of directors of the American Association of Colleges for Teacher Education and the National Latino Education Research and Policy Project.

 

An aficionado of xeric (low-moisture) gardening and architectural history and style, Barrera and her husband, Cecilio, a retired microbiology professor, have two grandchildren and divide their time between an apartment in Washington, D.C., and a home in San Marcos, Texas. The couple has two daughters: Marisa, who works for the nonprofit microlender ACCION USA in Tucson, Arizona, and Cristina, a preschool teacher in Fort Collins, Colorado.

-Matt Bewig

 

Official Biography

New ELL Chief Stresses Science, Teacher Preparation: All Teachers Should Be Ready for English-Learners, Barrera Says (by Mary Ann Zehr, Education Week)

Interview Transcript: Dr. Rosalinda Barrera (¡Colorín Colorado!)

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Smith, Richard
Director
Richard Smith took the position of acting director of the Office of English Language Acquisition May 26, 2008, following the abrupt resignation of Margarita Pinkos. Smith had been with the Department of Education for 16 years and had served as chief of staff/administrative officer of OELA since March 2006.
 
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