<b> Forum for the discussion of all aspects of bilingual education </b>
4 posts • Page 1 of 1
Often times, when new administrators take charge in schools, programs, or otherwise they fail to review and evaluate systems that are in place. As fate would have it BE programs are an easy target for these individuals because they represent the minority of students. Personal ideologies trump viable educational solutions for ELLs. The most detrimental factor, when these things happen, is lack of continuity. Students need safe and stable environments in order to learn and succeed. When programs shift in form or substance that continuity is broken and students are at a disadvantage.
It is ashame that this does happen in our schools. People from high above do not take their time to see how these programs work and how they are helping our students. So, they change the BE programs to whatever they have heard MAY work. They try to change or cut these programs to save money and do not realize how they are hurting the students.
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In reply to some of the posts I have read, it is important for us as educators to educate our administrators about the issues and concerns of ELLs. Many of the administrators are open to learn more and will listen. We must come prepared with the facts and the literature that defines the issues and (if possible) be able to cite district, state and federal policies/laws that help advance your position.