Although current and former English Learner (EL) or "ever-EL" students comprise one of the fastest-growing K-12 populations, we still know relatively little about the factors that influence their college-going. Using Perna's seminal college-going model as a launching point, we propose a policy-driven empirical approach to explore how…

Literacy education for non-English-speaking adults is taxing the fragile adult education system in the United States. Despite federal limitations, a million immigrants enter the country each year. In contrast with the past, the non-English-speaking need more education to compete in more sophisticated workplaces. The nation's largest cities are…

The content of the 1986 Immigration Reform and Control Act is described, its current interpretations are examined, and the implications for developing a responsible language and citizenship curriculum to conform to the legislation are discussed. Specific attention is focused on the law's requirement that illegal aliens applying for amnesty and…

The handbook is intended to help programs assist legalized aliens eligible for amnesty meet the education requirements for permanent residency. These requirements include minimal understanding of English and a knowledge and understanding of the history and government of the United States, or pursuit of a course leading to that knowledge. Three…

This guide to the evaluation of immigrant legalization education programs in agencies approved for State Legalization Impact Assistance Grants (SLIAG) is divided into two parts. The first part describes how an agency's staff members can review their program in terms of quality criteria. Rating criteria and forms are provided for assessing overall…

This special issue of the newsletter of the Adult Education Interest Section (AEIS) of the Teachers of English to Speakers of Other Languages (TESOL), prepared in cooperation with TESOL's refugee concerns interest section, concerns the response of the English-as-a-Second-Language teaching profession to Immigration and Naturalization Service…

Under Phase II of the Immigration Reform and Control Act, eligible legalized aliens (ELAs) can become lawful permanent residents (LPRs) if they demonstrate English language competency or show that they are satisfactorily pursuing a course of study to obtain English language skills. Certain English-as-a-Second-Language (ESL) programs have been…

A study of the State Legalization Impact Assistance Grant (SLIAG) program in Illinois, federally funded under the Immigration Reform and Control Act of 1986, is presented. The program assists the state in providing English-as-a-Second-Language (ESL) and civics instruction to help undocumented immigrants meet legal residency requirements. Data were…

This guide is designed to promote and assist in the integration of the civics curriculum, required for immigrant legalization, into the English-as-a-Second-Language (ESL) curriculum through both curriculum development and program planning. The guide has two major parts. The first part is a listing, in a suggested sequence, of civics/ESL…

A survey was conducted to learn more about the population of immigrant amnesty applicants in California, which comprises 55% of the population nationwide applying for legalization through the Immigration Reform and Control Act of 1986. Findings are reported separately, in most cases, for immigrants who have resided in the United States since…

Forms used at Rio Salado Community College (Arizona) to monitor student progress toward English language and civics requirements of the Immigration Reform and Control Act of 1986 are presented. The forms include the following: (1) a checklist of beginning skills in United States government and history and in English reading and writing; (2) a…

This report presents the findings of a California study on the demographic and educational characteristics and pre-enrollment language skills of over 265,000 newly legalized persons beginning legalization education programs. Data summarized about this population include immigration history, nationality, language background, age, distribution of…

An analysis and discussion of regulations in the 1986 Immigration Reform and Control Act focus on policy issues concerning requirements for language proficiency and knowledge of United States history and government for immigrant amnesty. Five specific issues are addressed: 1) the discriminatory effect of requiring only amnesty applicants to…

A guide to program design and instruction for immigrants seeking permanent residency in the United States is based on the educational requirements of the 1986 Immigration Reform and Control Act. It provides information for developing an amnesty preparation program to meet the requirements for proficiency and/or course attendance. Those…

This package consists of a curriculum guide, index, and matrix for English as a second language (ESL) programs supported by the Immigration Reform and Control Act (IRCA). The curriculum guide contains the following components: (1) an IRCA competency list for ESL beginning- and intermediate-level courses that integrates ESL and civics competencies…