<p>“This is the real objection. It’s ideological and political. Why should “peasants” get best practices?”</p>
<p>That’s where you’re so wrong. On the part of those who object, it’s NOT “ideological and political.” It’s practical and realistic and real, as collegialmom just told you, as I have said here & on other related threads. You, however, are clearly ideological & political. For you, this is about social welfare on the backs of the taxpayers and (more importantly) native CHILDREN who are now educationally second class citizens. This is about a preference for foreign, impoverished anything over the native residents (including impoverished native residents). It’s a triple whammy on already ultra-impacted State budget: functional literacy in any language, fluency in the country’s first language, and special services not available to the State’s residents. (Advising, resources, materials, tutoring, etc. – all publicly paid for to benefit a now-majority population in the schools)</p>
<p>The research “proves” that designer <em>anything</em> works. I will tell you (not that you care deal with the everyday reality of the teaching world) that the students I teach who come from either educated ELL homes or educated bilingual homes (Latino or Latina who married an English speaker, for example) are not struggling, and we are not spending extra money & time on them. They are producing beautifully, with the advantage of 2 languages BOTH OF WHICH ARE SPOKEN FLUENTLY, and with a combined basic literacy base in the home, even where only one language is spoken fluently.</p>
<p>The research you refuse to acknowledge is the defining research that shows that limiting special intervention to students alone has limited impact. It is enormously expensive & labor-intensive. An example are some of the rural reading projects for impoverished African-American families. Just getting the first -graders to read with basic competency has been an enormous feat, for these <em>E1</em> households. Extremely expensive and with baby steps accomplished. In one program in particular, eventually the director realized that without parallel parental education, the gains for the students would continue to have a ceiling. She has since shifted the focus of the program to be parental literacy.</p>