ADVOCATING FOR A TRANSITIONAL BILINGUAL EDUCATION PROGRAM FOR ENGLISH LANGUAGE LEARNERS
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.
English Language Learner (ELL) policy, policy development, Illinois, policy advocacy, Educational Leadership
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