This document discusses challenges facing English as a second language (ESL) students in U.S. public schools. It summarizes research showing that structured English immersion (SEI) programs, while popular, are ineffective long-term and can be damaging. ESL teachers often struggle with cultural biases when students' behaviors are interpreted through a Western lens. Additionally, policies like No Child Left Behind prioritize English proficiency over bilingual education, lack consistency, and do not adequately involve ESL communities. Anthropological approaches that consider students' cultural identities could help create more culturally sensitive and effective ESL programs.

1. Children Left Behind: ESL in U.S. Public Schools
By Madelyne Felsch, Kelsie Lawson, and Helen Gottschalk
Sponsored by Walter Vannette, and the Department of Anthropology at NAU
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Structured English Immersion (SEI)
Structured English Immersion, or SEI is one of the most popular methods
for teaching English as a Second Language (ESL) in public schools (Clark
2009). All SEI materials and instructions must be in English and must use
instructional methods that treat English as a foreign language by mostly
concentrating on understanding the mechanics of English.
In 1983 SEI had been recommended to schools to teach English to non-
native English speakers by using characteristics from successful French
immersion programs in Canada. SEI programs are only designed to catch
English language learning students (ELLS) up to intermediate level English.
When students reach an intermediate level they are supposed be placed in
Specially Designed Academic Instruction in English (SDAIE), which are
designed to help students of intermediate or higher proficiency access grade-
level subject matter. However, many schools do not have SDAIE classes. Other
Arguments against SEI are it is segregating students, non-culturally affirming,
and damaging to students’ self-esteem.
Cultural Biases
A bias that ESL teachers must face is the
assumption that when a student does not understand the English language, they must not understand the classroom material
being delivered in that language.
ESL teachers also have made the mistake of assuming that student who share the same tongue share the same culture.
Body languages among different cultures has made ESL teachers assume that students are not paying attention to the
material, are showing disrespect to the teacher, or seem to be shown as uncooperative and unsocial.
Many cultures outside of the United State have a more passive behavior with adults, and ESL teachers may take that as
the students not caring or seeming less intelligent because students would not go to them for help.
Teaching Culture
ESL teachers should understand the research and effort
put into learning different cultures as well as being able to teach a different culture.
Teachers need to be aware of their language within the classroom that involves reference or phrases to the culture of the
United States. Everyday phrases used in the English language can confuse students and make them not grasp the concept
being taught.
Policy Shortcomings
Federally, academic
achievement is determined
through standardized testing,
which requires a high level of
English proficiency.
Considering that many Bilingual
Education teachers lack
adequate training, English
proficiency is rarely achieved.
English is prioritized to
devalue other languages. This
encourages assimilation while
discouraging diversity, and
changes social power
interactions, instilling in
students a weak cultural
identity.
Policies district, state, and
country-wide are inconsistent.
Bilingual Education, SEI, and
ESL programs all produce
different results.
Arizona Case Study
In recent years, policy changes such as the No Child Left Behind Act (NCLB), AZ
LEARNS, and Proposition 203 have led to massive changes in Arizona's Bilingual
Education system. In 2000, Arizona voters passed Prop 203, which specifically replaced
Arizona's Bilingual Education system with SEI (Johnson:2009).
The Milagros School District (Phoenix)
1. 90% Latino students, 40% of which do not finish high school
2. State standards require only 15 hours of teacher training
3. Methods used in training may not be used in the classroom
Policy Solutions
1. While ELLs have been considered in policy making, they have not up to this point been
included in forming them. This creates an unfair advantage for native English speakers.
2. Rapid placement of ELLs into mainstream classrooms is not supported by research, and
often leads to negative results in the classroom as well as socially.
3. ESL teacher training must improve dramatically, and should include a cultural aspect.
Before entering bilingual education, teachers should consider their own political and social
stances and their own cultural identities, as well as those of their future students.
4. The prioritization of English over other languages should be discontinued.
5. Some amount of standardization of ESL instruction must be reached.
How Does This Relate to Anthropology?
Central to education is the transference of cultural knowledge, beliefs, practices, and
values instilled by our society (Nanda & Warms 2008). Schools should focus on teaching
ESL, and also how to balance their native cultural identity along with their new one. A
principle of Anthropology known as Cultural Relativism is the process of analyzing and
attempting to understand cultures based on their own histories and values as opposed to
according to the values of another culture. Cultural Relativism should be taught to all teachers
in order to increase cultural sensitivities and understanding of their students
Many policies ignore the individual needs of schools and students, because they are
designed from ideologies of what these programs should be by people who do not teach to
ELLS, or understand the actually needs of these students. More anthropological approaches
and methods should be used in order to create a more respectful school system, ESL
programs, and school environments.
Figure 1. Limited-English Students Test Public Schools.
2012 http://www.facethefactsusa.org/facts/limited-english-students-test-public-
schools/
Figure 2. Hirsch, Elizabeth. 2012. A Statistical Look at English Proficiency in
U.S. Schools. Oxford University Press
Figure 3. Limited-English Students Test Public Schools.
2012 http://www.facethefactsusa.org/facts/limited-english-students-test-public-schools/
Figure 4. Figure 1. Teachers should create fun, and welcoming environments for their students. Teacher Classroom
Organization Part 1. 2011. http://www.dishesandsocks.com/2011/06/16/teacher-classroom-organization-part-1/
Figure 5. Teachers should develop fun lesson plans to encourage their students to speak English. ESL Curriculum. 2012. Sube.
http://www.sube.com/esl-curriculums
Figure 6. Understanding ESL Learners: Moving Toward Cultural
Responsiveness - A Guide for Teachers. 2010
http://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/S
pecialist-Councils/ESL-3-
6%20Moving%20Toward%20Cultural%20Responsiveness.pdf