Issue link: http://educator.cta.org/i/556394
Because Spanish is the primary language at home, Raedyn was tested for fluency when he enrolled in the Redding School District. Based on the results, he was reclassified by ELD coordinator Mark Kubisch. Students are being classified as fluent in one district and EL in another more often than you would expect in California, which lacks uniform standards and criteria for determining fluency. Recent changes — and changes yet to come — could result in even more confusion when it comes to deciding who's fluent. FIGURING OUT FLUENCY Nearly 25 percent of students attending California's K-12 public schools are classified as ELs. This desig- nation is supposed to last as long as the student needs supplemental language support to succeed in schools. Some attain fluency quickly; others do not. If a student is an EL for six years or more, he or she may be called a "long-term English learner" (LTEL). Before 1998, ELs, especially Latinos, were taught in their native language and transitioned to English. In 1998, Prop. 227 replaced most bilingual pro- grams with English-only classrooms unless parents signed waivers. Figuring out who is fluent and who isn't may seem easy, but it's not, say experts. "Children develop playground language in English at a faster rate than academic English," says Stockton Teachers Association member Homar Juarez, ELD coordinator at Stagg High School. "Teachers ask why a student is considered EL when he speaks English. But you have to look at a student's writing and comprehension skills. When learning English, speaking and lis- tening skills usually develop first, and reading and writing skills come later." Some experts say it takes more than five years to become truly fluent, and even longer if students are living in poverty or are not literate in their native language. In California the length of time for a student to be "reclassified to fluent English proficient" (RFEP) varies widely. It takes over four years in San Francisco, seven in Hayward, and more than 10 in Oakland, observes the San Francisco Chronicle. WHY THE CONFUSION? In California, some districts rely heavily on language tests, while some depend primarily on classroom grades. In others, the biggest indicator of reclassification can be the teacher's opinion. State Board of Education guidelines recommend districts estab- lish "reclassification policies and procedures" based on: • An objective assessment that includes, but is not limited to, the California English Language Development Test (CELDT). • Teacher evaluation, including but not limited to mastery of curriculum. • Parent opinion and consultation. • Student performance on standardized tests in math and English, with students demonstrating the same basic skills as English proficient students of the same age. WHEN RAEDYN DAVIS ENTERED second grade at Sycamore School in Redding, he was classified as an English learner (EL) and assigned to English Language Development (ELD) classes. However, when Raedyn attended a different school the previous year, he was considered fluent in English, and did not take ELD classes. English learner English Language Development English Language Arts Reclassified to fluent English proficient California English Language Development Test English Language Proficiency Assess- ment for California Long-term English learner Specially Designed Academic Instruction in English Crosscultural Language and Academic Development Bilingual, Crosscultural Language and Academic Development EL ELD ELA RFEP CELDT ELPAC LTEL SDAIE CLAD B-CLAD TEST YOUR PROFICIENCY IN ACRONYMS Source: California Department of Education 45 V O L U M E 2 0 I S S U E 1 Learning 22.7% Nearly a quarter of students in California schools are English learners a 335% increase since 1980