Proposition 227 (California)

Instructional Program Prescribed by the Proposition

Proposition 227 required that English language learners (ELLs) be placed in English language classrooms that use sheltered English immersion or structured English immersion for 1 year. The two terms are used interchangeably in the proposition and are not uniformly distinguished one from another in the professional literature. According to the proposition, the same English language classroom could have ELLs of different ages and language backgrounds. Further, ELLs could be placed in mainstream classrooms upon acquiring a good working knowledge of the language. Concerning some of the critical components of effective programs for English learners, the proposition made the following points:

• 1.
  Teachers' knowledge and use of the English and primary language (LI): The teacher or other instructional staff are to be proficient in English and use English overwhelmingly. There is no mention of the teaching staff's requisite knowledge of the students' LI.
• 2.
  Students' knowledge and use of the LI in learning contexts: There is no mention of the students' knowledge or use of the LI.
• 3.
  Instructional time in English and in the LI: Nearly all daily instruction is to be done in English.
• 4.
  Level of teaching in English: This is to be done in a way that is understandable to English learners. There is no specific reference to the different levels of English learners.
• 5.
  Duration: Under normal circumstances, children are to be taught using sheltered English immersion or structured English immersion for 1 year. Students are considered to be ELLs so long as they cannot perform regular mainstream work in English.

Parental Exceptions

According to the proposition, parents can apply for a waiver to the required English programs under three different circumstances: (1) if a child at or below the fifth grade demonstrates grade-level knowledge of English; (2) if the child is at least 10 years old and site personnel (principal and instructional staff) believe the child would benefit from a program other than structured or sheltered English immersion to foster quick development of English language skills (Note: The proposition makes no distinction between English language skills and subject matter knowledge and skills in English, although this distinction is a critical one in practice. This is discussed in work by Grace McField); and (3) if a child has been enrolled in a structured or sheltered English immersion classroom for at least 30 days and the principal and instructional staff determine that due to emotional, psychological, educational, or physical needs, the student would perform better in an alternate instructional setting.

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