ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS
type: CreativeWork
description: This paper examined the development and implementation of a small Illinois school district’s English Language Learner policy, which advocated for the use of a Transitional Bilingual Education program. A number of challenges were addressed to provide English Language Learners with the same opportunity to attain high levels of academic achievement as English proficient students. Common English Language Learner program models were examined, and research that supported or refuted using students’ native language to aid in the acquisition of English was considered. An implementation plan addressed these challenges and an assessment plan ensured the policy met its intended goals so all students received the education they deserved.
abstract: This paper examined the development and implementation of a small Illinois school district’s English Language Learner policy, which advocated for the use of a Transitional Bilingual Education program. A number of challenges were addressed to provide English Language Learners with the same opportunity to attain high levels of academic achievement as English proficient students. Common English Language Learner program models were examined, and research that supported or refuted using students’ native language to aid in the acquisition of English was considered. An implementation plan addressed these challenges and an assessment plan ensured the policy met its intended goals so all students received the education they deserved.
author: Ozimek, Sandy
keywords: English Language Learner (ELL) policy, policy development, Illinois, policy advocacy, Educational Leadership
date published: 2014-04-01T07:00:00Z
date modified: 2026-07-24T03:20:25Z
provider: National-Louis University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: National-Louis University