Texas Senate Bill SB1622

Texas 2011 - 82nd Regular

• Introduced: 3/11/11
• Refer: 3/23/11

Caption

Relating to a secondary-level English language learners' program for public school students of limited English proficiency.

Impact

The bill seeks to substantially reform existing practices related to the education of ELLs in Texas by instituting structured guidelines for program development. Specifically, it emphasizes the necessity of aligning curricula with core subject areas and ensuring that classroom instruction is delivered by appropriately trained educators. The requirement for professional development in research-based practices for teaching ELLs aims to elevate teaching standards and enhance instructional quality across the state, particularly in campuses identified as performing unsatisfactorily.

Summary

SB1622 proposes amendments to the Texas Education Code to introduce an enhanced framework for supporting secondary-level English language learners (ELLs) in public schools. It mandates that school districts offer a comprehensive language program focused on students of limited English proficiency, covering grades 9 through 12. The bill includes provisions for specialized identification and placement procedures, assessment strategies, and instructional support services tailored to this demographic, particularly for recent immigrants. This initiative aims to improve educational outcomes for ELLs by ensuring they receive rigorous academic instruction while also developing their English language skills.

Sentiment

The sentiment around SB1622 appears largely supportive among educators and advocates for ELL rights, who view it as a necessary step toward equitable education for all students. However, there are concerns regarding the implementation of such programs, particularly around funding and resource allocation. Opponents may express skepticism about whether the schools have the capacity and means to effectively execute the proposed changes, potentially leading to disparities in how different districts adopt these guidelines.

Contention

Notable points of contention include the ability of school districts to effectively implement the new language programs and the reliance on state board rules for operationalizing specific components of the bill. Stakeholders may debate the adequacy of existing resources and teacher preparedness to meet the requirements set forth in the legislation. Moreover, discussions could arise about how effectively the bill will address the diverse needs of ELLs, particularly in multi-lingual and multi-cultural communities.