Reducing Failure of LEP Students in the Mainstream ...

Reducing Failure of LEP Students in the Mainstream Classroom and Why it is Important

6/4/09 4:07 PM

The Journal of Educational Issue of Language Minority Students, V. 15, Winter 1995. Boise State University.

Reducing Failure of LEP Students in the Mainstream Classroom and Why it is Important

Charles Cornell

Charles Cornell, PhD, is an assistant professor of bilingual education/ESL at East Texas State Univeristy in Commerce, Texas.

Introduction

The education of limited English proficient (LEP) students became a concern of U.S. public schools following the Lau v. Nichols decision (1974) when the U.S. Supreme Court held schools responsible for helping "students who are certain to find their classroom experiences wholly incomprehensible because they do not understand English," and the U.S. government mandated compliance through the Equal Educational Opportunity Act (EEOA) of 1974. Though neither the Lau decision nor the EEOA prescribed bilingual education, it evolved as the preferred method of compliance. Lesser cases, running concurrently with or subsequent to Lau, pressed also for bilingual programs (Serna v. Portales, 1972; Aspira v. City of New York, 1973).

The 1970s saw many bilingual education models including maintenance, transitional, and developmental programs. These typically employed bilingual teachers or teaching assistants to provide instruction to LEP students in two languages ................
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