English for the Children
Mandated by the People, Skewed by Politicians and Special Interests
By (author) Johanna J. Haver
Not available to order
Publication date:
23 May 2013Length of book:
218 pagesPublisher
R&L EducationISBN-13: 9781475802023
Silicon Valley software entrepreneur Ron Unz took on the education establishment, both major political parties, the ACLU, and several activist groups with his "English for the Children" movement that began in 1996 and ended on Election Day 2002. His campaign to dismantle bilingual education through ballot measures in four states - California, Arizona, Colorado, and Massachusetts - drew frequent responses from the national media that initially opposed and then supported Unz's cause. The initiatives passed with 61-68% of the vote in three states, but failed in Colorado.
Experienced teacher and author of Structured English Immersion, Johanna J. Haver details the politics surrounding the Unz campaign, explaining both sides of the issues honestly and respectfully. She outlines the challenges that ensued after the measures became law and discusses areas of concern that remain in dispute to this day:
Experienced teacher and author of Structured English Immersion, Johanna J. Haver details the politics surrounding the Unz campaign, explaining both sides of the issues honestly and respectfully. She outlines the challenges that ensued after the measures became law and discusses areas of concern that remain in dispute to this day:
- Identification, placement, and reclassification of English language learners
- English proficiency tests
- Segregation versus integration
- Compliance versus flexibility
- The Office for Civil Rights
- Federal and state funding
- Dual-language instruction as an option
Johanna Haver’s book English for the Children should be required reading for all who profess to have the interests of English learners at heart. At a time when our education system is challenged to help newcomers become fully participating members of American life, the history of the misguided efforts to teach children in their native languages couldn’t be more timely. Haver demonstrates in full detail why delaying English acquisition harms the very children the system is supposed to help.