Create a timeline of legislative events that have affected English language instruction in Arizona.

Create a timeline of legislative events that have affected English language instruction in Arizona.

Having a historical perspective of the court cases, laws, and mandates that have shaped English language instruction policy, enables teachers of English language learners (ELLs) to understand the program model in which they operate.

Part 1

Based on major court cases and legislation pertaining to ELLs, create a timeline of legislative events that have affected English language instruction in Arizona. Your timeline should include a title, year, and brief description for the following:At least two major court cases pertaining to ELLs (e.g., Lau v. Nichols, Castaneda v. Pickard, Flores v. Arizona, or Plyler v. Doe).At least two federal laws or mandates (e.g., Every Student Succeeds Act (ESSA), Title III, Title VI, or a resolution from the Office for Civil Rights/Department of Justice) that have affected education for ELLs.At least two Arizona laws or policies (e.g., Proposition 203, House Bill 2010, House Bill 2064, and Move On When Reading) that have directly affected the ELL program model.

Part 2

Below your timeline, write a 500-750 word description of the ELLs and program model in Arizona. Your description should include:

A brief explanation regarding the demographic composition of the PK-12 ELL population in Arizona.An explanation regarding the process of determining ELL program eligibility including the use of the Home Language Survey and the use of the Arizona English Language Learner Assessment (AZELLA) for placement and reassessment.A description of the standard accommodations available to ELLs for assessment.A statement regarding the differences between Structured English Immersion classrooms, bilingual classrooms, and Individual Language Learner Plans and how they relate to current societal trends and issues in the education of ELLs.A description of the characteristics of the English immersion program model in Arizona in terms of time allocations, grouping of ELLs with native speakers, use of ELLs’ native language, and integration of English within academic content.