The impact of California policies on the education of Indochinese children: The implementation of AB 507 effective 1980
Author(s):
Stock, Carolyn Haase
Format:
Thesis
Degree granted:
Ed.D.
Publisher:
Ann Arbor : The Fielding Institute, 1993.
Pages:
178
Language:
English
Abstract:
This study analyzed the impact of the implementation of AB 507, a 1980 California law concerning educational requirements for Limited English Speaking (LEP) students, on one California public school district with a growing LEP population. Particularly, this study targeted the efforts to implement AB 507 in relation to Indochinese, i.e., Cambodian, Hmong, Laotian, and Vietnamese children in grades 4, 5, and 6. Some of the major problems faced by this and other similar districts are: (1) Discovering teacher attitudes toward these students; (2) Preparing teachers to meet the specific needs of these children as to cultural, social, and language differences; (3) Providing qualified bilingual aides; and (4) Funding inservice training and instructional materials to facilitate meeting certification requirements. Teachers and administrators responded by means of surveys and questionnaires to these Research Questions: Question 1. Is there a need for better teacher training and understanding of the customs, languages, and attitudes that Indochinese students bring to this school district? Finding: Teachers and administrators reveal marginally significant t-test differences in regard to the degree of understanding teachers have of Indochinese students' cultural backgrounds, the degree of administrative support provided and the requirement for bilingual certification (p $<$.10). Over two-thirds of the teachers state they lack training in second language acquisition and practice. Question 2. Are teachers being trained to improve their understanding of the cultural and language needs of Indochinese LEP students? Finding: Teachers and administrators agree, with a least significant t-test statistical difference, that some training is being provided for teachers to improve their bilingual skills, including providing ESL materials, inservice training, and the use of Special School Improvement Funds (SIP). Question 3. Do teachers feel inadequate in the presence of LEP students of Indochinese origin? Finding: Teachers and administrators have a mixed response to this question. A least significant t-test difference is noted in one instance, while a significant difference is noted concerning teacher frustration in teaching LEP students (p $<$.05). Recommendations to meet the requirements of AB 507 are suggested.