Introduction
Students whose first language is not English comprise a significant portion of the US population. English language learner classifications are used to determine whether a student requires additional language support to participate effectively in classroom activities and other school events. Language classification is a complex process that raises internal legal issues related to the state and school district, but it still meets the equal protection requirements.
Language Classification
Firstly, it is necessary to establish a classification process for English language learners. Different states employ varying approaches and processes for classifying the English language (Reyes & Domina, 2019). For example, upon registration, California public schools conduct the Home Language Survey, which typically takes place in kindergarten.
This survey asks parents whether they speak a language other than English at home. If the response is no, their kids are labeled as speaking solely English. If the response is affirmative, the California English Language Development Test (CELDT) must be taken, which assesses their English language skills. After passing the CELDT on the first attempt, students are classified as “Initially Fluent English Proficient” (IFEP).
In contrast, those who fail are classified as English Language Learners (ELL) (Reyes & Domina, 2019). Hence, California schools require a Home Language Survey to determine if a child is fluent in English. If not, they conduct a CELDT to determine if the student is an IFEP or an ELL.
However, a child may be reclassified if their English language skills improve. For ELL students to receive the Reclassified Fluent English Proficient (RFEP) classification, they must complete CELDT and the California Standards Test in English Language Arts (CST ELA) (Reyes & Domina, 2019). To be considered RFEP, students must achieve at least “intermediate” scores in the CELDTs for listening, speaking, reading, and writing, as well as early advanced” overall, and “basic” on the CST ELA. Parents’ and teachers’ recommendations can be taken into account, but it depends on the district (Reyes & Domina, 2019). Hence, a student can retake the assessments to receive the RFEP rating and participate more meaningfully in class and school activities.
Related Challenges
The California education system presents some legal issues for students with an ELL rating. Due to varying test criteria and recommendation considerations, a child may be labeled as an ELL in one district but not in another (Reyes & Domina, 2019). Pupils must be proficient in the English language and earn mid-basic achievement on the standardized ELA test if they require a reclassification (Johnson, 2019).
Reclassification choices are made in some districts after additional discussions with parents, teachers, and other stakeholders. As a result, a large number of pupils who satisfy the test-based reclassification requirements are not reclassified (Johnson, 2019). Hence, California school districts have different criteria for RFEP classification and can impose additional requirements for students.
Nonetheless, there are requirements for equal protection for English learners. To enable EL students to effectively engage in their schools’ educational programs, Title IV of the Higher Education Act requires schools, districts, and state education agencies (SEAs) to take action to eliminate language barriers. A district’s programs for EL children must successfully apply a sound educational approach (“U.S. Department of Education”, n.d.a). Moreover, according to Lau v. Nichols, all school districts must accommodate ELL students and provide them with appropriate instructional treatments (“U.S. Department of Education”, n.d.b). The Serna v. Portales ruling sought to improve Spanish bilingual programs to accommodate ELL “Spanish-surnamed students” (“1974: Serna v. Portales”, n.d.).
Furthermore, the Rios v. Reed ruling has improved the standards for these programs and made them more acceptable (“Rios v. Reed”, n.d.). Thus, while Californian school districts vary greatly, they all offer educational opportunities for ELL students, an act that is done in accordance with equal protection measures (Reyes & Domina, 2019). Hence, equal protection requires schools and school districts in the US to accommodate students who lack English language skills, ensuring they receive a proper education.
Conclusion
Hence, the process for ELL classification is complex and presents some issues. California schools need to identify whether English is a student’s first language, and if not, whether their language skills are sufficient. To receive the RFEP rating, a student might retake the tests. Californian school districts can set additional requirements and have varied standards for RFEP categorization.
Lastly, schools are required by equal protection to accommodate ELL kids to ensure that they receive a quality education. To summarize, while the English language classification process in California has its issues, it complies with the Higher Education Act. It provides non-English-speaking students with opportunities for equal education.
References
Johnson, A. (2019). The effects of English learner classification on high school graduation and college attendance. AERA Open, 5(2), 1-23.
Reyes, M. & Domina, T. (2019). A mixed-method study: Districts’ implementation of language classification policies and the implications for male, Hispanic, and low-income middle school students. ERIC.
Rios v. Read (n.d.). Casetext.
U.S. Department of Education. (n.d.) Equal Educational Opportunities for English Learners.
U.S. Department of Education. (n.d.) Developing Programs for English Language Learners: Lau v. Nichols.
1974: Serna v. Portales. (n.d.). Library of Congress.