Unit Overview
In the 9-12 unit, students examine the essential question: What opportunities and challenges exist for an education ecosystem experiencing an increase in its multilingual learner population? Students dive into rigorous primary source analysis, considering the text of the IDEA and ESSA laws, as well as Indiana legislation concerning the topic of multilingual education. Students will also read local newspaper articles to build their background knowledge on the issue. From there, students study actual legal cases where students and families have advocated for educational justice and change. Students directly analyze the language of legal documents and rulings from these cases. Armed with this in-depth study, students move on to compose their own original op-ed articles, wherein they advance a specific argument for change related to multilingual educational practices in Indiana schools. Students study exemplary op-eds while constructing their arguments, further researching their specific topics, and composing their articles. Students will eventually submit their articles for publication in local periodicals!
Essential Questions
- What opportunities and challenges exist for an education ecosystem experiencing an increase in its multilingual learner population?
Lesson Map
The Individuals with Disabilities Education Act (IDEA) is a federal law which guarantees that students with disabilities receive a free and appropriate public education (FAPE). The law builds upon prior practices and laws such as The Education for All Handicapped Children Act of 1975. This legislation indicates that the education must be tailored to the needs of each student. IDEA sets the framework for educational equity work nationally. The IDEA law resulted in an attempt to halt the discrimination of individuals with disabilities within schools.
This legislation builds on prior mandates such as IDEA to outline the requirements for language instruction programming by: mandating the development and adoption of English Language Proficiency Standards, recommending professional development for educators who work with multilingual learners, and emphasizing the importance of family and community engagement. Multilingual learners should be receiving support for their language acquisition, language enhancement, and academic achievement through an effective instructional program. Multilingual learners should receive support regarding both language and academic development. There should be equitable access to educational programming and opportunities.
The ELP rule delineates the guidelines for the educators who are supporting multilingual learners. Students who are still learning a school’s primary language should have additional support and services provided to them. These supports and services help them to engage fully in the educational environment. These supports and services should be both academic and linguistic, and they should include all relevant stakeholders. These supports and services should be delivered by a qualified professional who meets basic requirements and who has been trained in supporting this special population. The rule includes guidelines as to what qualifies someone to teach in Indiana and what additional qual fications are needed to support multilingual learners.
The IDOE guidebook gives parameters for how and why students are identified as English Language Learners. Services and program models must be appropriate and adequate for the multilingual learners that schools serve. Chapter three of the guidebook indicates how schools are allowed to serve their students. The guidebooks outline the allowed program and instructional models, documentation requirements, and evaluation criteria that schools must implement in their support.
The IDOE guidebook gives parameters for how and why students are identified as English Language Learners. Services and program models must be appropriate and adequate for the multilingual learners that schools serve. Chapter three of the guidebook indicates how schools are allowed to serve their students. The guidebooks outline the allowed program and instructional models, documentation requirements, and evaluation criteria that schools must implement in their support.
The IDOE guidebook gives parameters for how and why students are identified as English Language Learners. Identifying the support a student needs and providing that support should be based in best practices and rooted in equity. Chapter one of the guidebook revisits the legal definition of a multilingual or English language learner. The chapter also passes back through key legislation that have helped shape the parameters and framework for identification, placement, and support of multilingual learners.
| Mendez v Westminster (1947) | Lau v Nichols (1974) |
| Mendez v Westminster is a court case which challenged the racial and/or ethnic segregation in public schools. The ruling set the precedent for further desegregation of schools. The case found that segregation violated the constitutional rights of the 14th amendment under the equal protection clause. | Lau v Nichols is a court case which established legal precedent for appropriate and adequate support. The ruling established the legal precedent for enforcing the appropriate and affirmative actions schools must take for supporting multilingual learners. This ruling found that the denial of English language services to multilingual learners violated the equal protection clause of the 14th amendment. |
| Castaneda v Pickard (1981) | Plyler v Doe (1982) |
| The Raymondville Independent School District in Texas was not providing adequate language support for non-English speaking students. These students were primarily of Mexican origin. Castañeda v Pickard established a three-prong test used to evaluate language programs. This legislation set a legal standard for the quality of educational programming for multilingual learners. | A state law in Texas denied funding for the education of undocumented children in public schools. The state ruled that the denial of funding was in violation of the Equal Protection Clause of the Fourteenth Amendment. All children deserve equal educational opportunity regardless of legal status. |
The Committee on Foreign Relations was presented with this letter, which indicates that the federal and humanitarian obligations to the Burmese refugee population have not been met. Five of the elementary schools within the Fort Wayne portfolio have the highest population of refugee youth and are considered to have the lowest performing academic data. American parents are leading efforts to withdraw their children as they fear their academic progress is being hindered by the exploding population of refugee students. The city of Fort Wayne has accepted thousands of refugees but has not been met with adequate systemic support. The city has requested a halt on new refugees and has asked the federal government for support. In consideration of schools, this support is mandated by legislation such as IDEA and ESSA. Additionally, the school should have initiatives and systems in place to support multilingual learners. The letter presents various moments of tension within the community between the two populations. Various measures have been taken by Fort Wayne Community Schools to respond to this student population, however, the academic success of these students continues to fail.