An Introduction to U.S. Law for Prospective IEP Advocates

• 영문명: An Introduction to U.S. Law for Prospective IEP Advocates
• 발행기관: 영미어문학회
• 저자명: Eric Havens
• 간행물 정보: 『영미어문학연구』영미어문학연구 제22집 제1호, 147~174쪽, 전체 28쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2006.02.28

영문 초록

  This integrative research paper serves as a comprehensive introduction to education law for teachers of English to speakers of other languages. (TESOL) who aspire to advocate for their intensive English programs (IEP). Firstly, background knowledge is amassed about the structural hierarchies of the U.S. educational and legal systems, at both the federal and state levels. Then, immigration law and agency reorganization is discussed. The decline in IEP enrollment is documented, before concluding with the beneficial actions currently being undertaken by IEP professional accrediting associations.
  Intensive English programs (IEPs) in the United States are ceaseless hives of pedagogic activity and action research for teachers of English to speakers of other languages (TESOL). They attract TESOL profess ionals of all virtues and varieties to their halls and classrooms: there are those teacher-researchers dedicated to new discoveries in second language acquisition (SLA), those promoters constantly forming interdepartmental and intercommunity linkages and outreach programs, those continually innovating visionaries devoted to improving the services of computer assisted language learning (CALL) labs, those organizers actively streamlining the system for an efficient and effective program, those advisors who work to bridge the gap between international and mainstream students, and finally, the leaders who inspire and encourage all staff members to achieve and even exceed expectations. IEPs serve a very important role in U.S. universities; however, in recent years they have been in decline. Fortunately, through a keen acumen into the law and the political system, associations exist that are fighting for the rights of IEPs and the international students they serve. This eclectic, integrative, and interdisciplinary research paper seeks to show how an in-depth knowledge of the law and the educational system can help IEPs obtain the benefits they deserve, so that they will no longer be in decline, but will once again be the popular choice for English as a second language (ESL) and English as a global language (EGL) training.
  IEPs can stand independently, or be housed within a parent college or university. Furthermore, IEPs do not exist purely to teach international English language learners (IELLs) English, or merely to make a profit. These goals, the former highly noble and the latter contemptibly base, exist peripherally of the more consequential goal of enabling students to earn post-secondary degrees (Genzel, Simon, & Stevens, 2003). That is, IEPs, consistent with a policy that is neither explicit nor expressed but implied by their historical development, act as gateways to undergraduate or graduate study (Kaplan, 1997). Post-secondary ESL study, unlike foreign language study, is not viewed as an end in itself in an academic sense, but as a means through which academic knowledge may be obtained. Thus, IEPs and TESOL practitioners may suffer from low status and marginalization in the academic milieu (Eskey, 1997). This is one reason that IEPs need advocatesi that is," people and organizations willing to take a stand and defend the immense societal value of IEPs, TESOL professionals, and international students.
  Secondly, in recent years, lEPs have suffered from low enrollment because of increasingly strict immigration regulations, stories of denied student visas, increasingly intense competition from institutions in other countries, rising tuition costs, and the feeling that America, in a disabling state of xenophobia, no longer welcomes IELLs. This is another reason why IEPs and the international students they serve need advocates.
  Advocacy, in addition to maintaining industry-wide standards, is a chief reason why IEPs work closely with such professional accrediting associations as the National Association of Foreign Student Affairs (NAFSA), the Ameri

목차

Abstract
The U.S. Educational System
K-12 Organization
The Structure of Higher Education
The New Federal Role in Education
The U.S. Legal System
Immigration Law
Agency Reorganization
The Decline in IEP Enrollment
The Advocacy Role of IEP Accrediting Associations
Government Policy Changes as a Result of Association Pressure
References