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Future Directions for Policy on the Education of English Language Learners

Future Directions for Policy on the Education of English Language Learners. Richard Ruiz University of Arizona 2004. Conclusion: The Future of Policy.

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Future Directions for Policy on the Education of English Language Learners

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  1. Future Directions for Policy on the Education of English Language Learners Richard Ruiz University of Arizona 2004

  2. Conclusion: The Future of Policy • Future policy on the education of English Language Learners will be a progressive syllabus in which the promotion of best practices is informed by the best science and impelled by the orientation that the communities from which the students come have valuable knowledge and abilities that should form the basis of education.

  3. Two Views of Policy in Education • (1) Policy as Declaration: A declaration by a (quasi) governmental authority that imposes a particular concept of best practices by a system of sanctions driven by “objective” measures of accountability. • (2) Policy as Curriculum: A progressive syllabus informed by the latest science and developed through negotiation and collaboration that creates a sense of ownership for the practices that it promotes and authenticates through multiple measures intended to affirm and extend the knowledge of the child.

  4. Relation of Research to Policy in the Education of English Language Learners

  5. Syllabus construction Multi-vocalic Continuous assessment Implementation by active engagement Strategic adjustments Reiteration Declaration Authoritative voice Evaluation based on high-stakes assessment Implementation by sanction Re-authorization Replication Policy Development II I

  6. Stages of Orientation Change • (I) Demographic Normalization: elaboration of the orientation (normal/non-normal) • (II) Demographic Denial (secondary elaborations that dispute anomalies—fighting for orientation survival) • (III) Demographic Reality (accommodations and adjustments to objective population change among quasi-populations) • (III) Demographic Urgency: the accumulation of anomalies urge the change in conceptualization (including discursive changes)

  7. Principles for Policy Development in the Next Stage • Orientation: recognition of the value of the language and cultural knowledge of the community as a resource for all • Knowledge Base: Our best science and the knowledge and values of the children’s communities are privileged over particular ideological biases • Assessment: multiple measures, multiple sources, non-discriminatory, primacy of corrigibility

  8. Conclusion: The Future of Policy • Future policy on the education of English Language Learners will be a progressive syllabus in which the promotion of best practices is informed by the best science and impelled by the orientation that the communities from which the students come have valuable knowledge and abilities that should form the basis of education.

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