Evolution of English Language Learning in US Schools

Abstract

This article will track the difference in language, legislation, and provisions for English Language Learners (ELLs) in the United States from the years 1995 to 2020 with a focus on changes within different presidential administrations and how those administrations attempted to address the education and rights of these students. In the 1995 Annual Report for the US Department of Education Office for Civil Rights (OCR), during the Clinton Administration, several issues and solutions were discussed concerning the Civil Rights of what was referred to as Limited English Proficiency (LEP) students within US schools. Since then, several steps have been taken to achieve equity for these students, including major amendments to the Elementary and Secondary Education Act. In 2002, the Bush Administration signed into law the No Child Left Behind Act (NCLB), which intended to institute greater regulations for schools to ensure marginalized students, including English Language Learners (ELLs), are receiving adequate education and having issues taken into account in programming and tools. In 2015, the Obama Administration passed a new version of this bill titled the Every Student Succeeds Act (ESSA), which attempted to address out-of-date regulations from NCLB as well as institute new expectations for schools, additional support for teachers, and increase access to quality preschools. This article will look at the changes implemented by these Acts and their efficacy using governmental and non-governmental sources, including the OCR’s 2020 Annual Report to compare current issues facing ELLs with those from 1995.

This article will provide introductory literature on the issues related to English language learning in US schools, which we will build on in our timeline and discussion.