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

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

" 1. Learn rapidly & effectively as possible ELD," [quoting 227]. [My school] Plans to fully implement 227-Sheltered English, to concentrate on speaking and developing vocabulary and then letters (alphabet).

2. Increase English Language Development (ELD) to 2 hours. Must happen everyday.

3. Must impose ELD standards. Add English labels around the room.

4. K must teach in English everyday.

5. During ELD only English is to be spoken--no primary language support.

6. Kids must try to figure it out (English).

7. Had a parent meeting to inform parent of instructional changes. In Oct. we will have a 31/2 day training on how to teach and use ELD."

Theme 5: Parental exceptions: waivers. The proposition (Article 3, Section 310) allows parents to petition to have children remain in bilingual classrooms. Some schools had hundreds of parents apply for waivers.

"At my school district prop. 227 has been met with unopened [sic] arms. Our district is unique in that they will not hire non-bilingual teachers. And unlike other schools, we have been implementing three bilingual programs. Proposition 227 forces all the responsibility on the parents and in most cases the parents are not well equipped to make informed decisions regarding the future of their teachers. (EPT)"

Recently we were debriefed regarding the actual implementation of 227. The final outcome was a bit overwhelming. Basically, the parents decide what language of instruction their child is taught in. Nov. 1st is considered the first day that all children begin their instruction. Before the student's language was determined by the school using the BSM [Bilingual Syntax Measure] test. If they got a 4 or higher they were placed in English. Anything lower than 4, they were placed in our bilingual transitional program. Now if the child's parent does not specify what language they want they are placed in English, regardless of L1 development. (EPT) At our school, they have sent out flyers on the three options. The principal that retired around the same time predicted that most parents would sign the waiver and things would remain the same. (1st Grade EPT.)

Theme 6: Hope for Alternatives. An implication of the waiver process is that parents (especially parents of children who know English) can petition for an alternative program that teaches both languages in bilingual, or two-way immersion programs. One teacher saw this as a way to continue teaching in Spanish and offer the benefits of developed bilingualism to students.

Our school district has communicated to the teachers that a possible dual-immersion program may be adopted next year. I don't know what will happen. I do know I enjoyed teaching Spanish. I hope the children will not get too frustrated." (2nd Grade EPT)

Two telling notes above epitomize the feelings of teachers: one, which said "no waivers were to be given out," and another, which noted that the children would "have to figure it out." Whether or not these are true directives, they sum up the panic of the first semester. In some cases, the continuation of Spanish use was allowed pending a smooth transition to 227 compliance, in others parents wanted legal avenues to achieve their wishes, and in still others, there was an abrupt change to English-only.