Policy Issues in Nevada Education
University of Nevada, Las Vegas. College of Education
Las Vegas (Nev.)
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Problem. Approximately 15% of emergent bilinguals (EBs; commonly referred to as English learners) in Nevada demonstrated proficiency in math and English language arts in contrast with the general student population, which achieved proficiencies of 42% and 55% in these subjects, respectively. Therefore, there is a critical need for programs that are responsive to EBs’ linguistic, cultural, and academic strengths. Purpose. This policy paper discusses the need for alternative educational supports for EBs, the effectiveness of bilingual education models compared with prevailing English instructional models, and the possibility of bilingual programming as a viable option in Nevada. Recommendations. Nevada could require that strong forms of bilingual education, supported by the new funding formula, be offered to EBs. University-school partnerships could create a pipeline between enrollment in bilingual teacher education programs and staffing of bilingual programs. The state should also allow the assessment of content knowledge in English and other languages for accountability purposes to promote bilingualism/biliteracy for all students.
Bilingual, Multilingual, and Multicultural Education | Higher Education
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The Viability of Bilingual Education Programs in Nevada.
Policy Issues in Nevada Education, 4(1),
Las Vegas (Nev.): University of Nevada, Las Vegas. College of Education.