Answer:
Policies and practices with respect to educating English learners (ELs) in the United States have historically been driven largely by beliefs and attitudes about how best to ensure that they acquire high levels of functional proficiency in English as quickly as possible (Espinosa, 2013). These beliefs and attitudes have reflected a combination of what might be regarded as common sense and scientific theories about what is best for ELs with respect to learning English. Generally speaking, educational policies and practices concerning the role of language in the education of ELs reflect four commonly held beliefs (see Cook, 1992; Cummins, 1981; and Grosjean, 1985, for earlier renditions of these ideas), all of which have been challenged by empirical research (see Genesee, 2015, for a review of that evidence):
Explanation:
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