Teachers in Post-Proposition-227 Southern California: Implications for Teacher Education

Journal of Instructional Psychology, Dec, 2000 by Olga G. Rubio, John Attinasi

Theme 3: Changeover distress. Article 2, Section 305, plainly states that students will be "taught English by being taught in English." Fluency and academic mainstreaming after exposure to the English language for one year was not a realistic expectation. Teachers could clarify in Spanish, but were continuously concerned about the need to instruct in English. Waiting for directives has put teachers "in limbo."

   At the school I work at in [my district], bilingual education is still
   there. The school changed the title to English Enrichment. The only grade
   that drastically changed was Kindergarten. They went to an English
   Immersion were Spanish should only be used as Review (support). Every grade
   increased their English time, but beginning in third, they want us to do
   Math in English. Pretty much they announced that in three years bilingual
   education will be phased out. (1st Grade EPT)

   "For [my] district the Kindergarten classes may instruct in Spanish. The
   upper grades, now called "sheltered." We instruct in English and reinforce
   in Spanish. We are waiting until a program is set or there are some set
   guidelines for us to follow. The principal does not seem to be too worded
   and passes the information as long as she gets it. So, we as teachers are
   in "limbo." (Kinder EPT)

   This year, (so far) I can still teach in Spanish with at least 1 hr. of
   English language development. In January, I'll know if I can still teach in
   Spanish or change to English. No training or workshops have been organized
   for 1st gr. teachers as of yet. (1st Grade EPT)

   [My school] is located in [my neighborhood], a very low SES area. Most of
   our students are of Hispanic descent although we do have a large
   Tongan/Afro-American population. Concerning the implementation of 227 most
   of the teachers were kept in the dark. The reason for this is due to the
   District office attempts at looking at the law--what is allowed, not
   allowed, etc.

Theme 4: Rigid Directives. At the opposite end from the uncertainty of teachers and equivocal directives from schools were some schools which issued rules, requiring English to be the language of instruction, even preventing bilingual teacher assistants from speaking anything but English. Two teachers listed the directives they received at their respective schools:

" 1. The Language of Instruction must be English.

2. Primary language of the children can be used only for clarification. Either to clarify directions on an activity, or a lesson.

3. Must provide a lot of ESL support and SDAIE for every limited English proficient student.

4. Literature used to teach must be in English. Children can read a book in their primary language for independent reading time only.

5. No waivers will be given.

6. TA must talk to children in English.

7. Classrooms are divided in two models A & B. Model A ... instruction is done in English. Teachers in a model B classroom must have the BCLAD. (Kinder EPT)"

Another teacher paraphrased the points operating in her school: