Download or read book A Longitudinal Study of a Bilingual Education Program Versus English as a Second Language ESL Program written by Hedith Sauceda-Upshaw and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act (NCLB) holds every state, district, and school accountable for students’ academic progress. It has also revealed the extent to which schools have failed non-English-speaking students by requiring states and districts for the first time to disaggregate their reading and math scores on annual assessments. The large achievement gap has moved educators, scholars, and policymakers to try urgently to reverse decades of neglect, and the scale of the challenge is growing exponentially (Russakoff, 2011). According to Russakoff (2011), “How to teach academic English is a growing focus of research, but there is insufficient evidence to determine which approach best raises student achievement” (p. 3). The purpose of this study was to determine whether a statistically significant difference existed longitudinally between the reading achievements of students who participated in a bilingual program versus an English as a Second Language (ESL) program as measured by the State of Texas Assessments of Academic Readiness (STAAR). This study examined the academic achievement of 86 non-mobile, economically disadvantaged Hispanic students who were currently or previously identified as limited English proficient and were enrolled in either the content-based English as a Second language program or the English Language Acquisition Model of bilingual education. A paired samples t-test was conducted for each year of data to compare the two groups’ raw scores on the STAAR in the area of reading. Additionally, Pearson chi-square procedures were conducted to determine whether a statistically significant difference was present in the percentage of students who met the Satisfactory, Commended, or Advanced Performance standard by the type of ELL program in which they were enrolled. The findings revealed the academic outcomes of the students enrolled in the content-based English as a Second Language program and the English Language Acquisition Model of bilingual education and served as information for the district as to which program model was more beneficial for the instruction of English language learners. A statistically significant difference was present in the STAAR Reading scores between students enrolled in the Bilingual program and students enrolled in an ESL program for the three years in which the measure was applied. Students in the ESL program outperformed students in the Bilingual program. In addition, though not statistically significantly different, more students in the ESL program met the Satisfactory, Commended, and Advanced Performance standard than did students in the Bilingual Education Program for the three years evaluated. A second purpose was to survey campus principals, district teachers, and parents of LEP students to examine the beliefs of the quality of the bilingual education program versus the ESL program as well as to examine the teacher beliefs of the quality of staff development being offered to educators in the field. The data collected for campus administrators indicated a value of native language instruction support, however, a more favorable support for English language. Teacher survey responses indicated a favorable response for the bilingual program’s use to assist in the transitioning of the native language knowledge to the secondary language of English and a support for the ESL program’s ability to provide necessary support in the process of learning the English language. Furthermore, the study found that the majority of teachers did find the staff developing favorably and believed there was benefit to the staff development offerings in the district; however, not all teachers felt that it assisted them in the classroom with their ELL students. The data collected in this study for parents of the student participants, indicated that the program was beneficial, Spanish spoken in the home was supported, and native language was not lost.
Download or read book Final Report Longitudinal Study of Structured English Immersion Strategy Early exit and Late exit Transitional Bilingual Education Programs for Language minority Children written by and published by . This book was released on 1991 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Final Report Longitudinal Study of Immersion Strategy Early exit and Late exit Transitional Bilingual Education Programs for Language minority Children written by and published by . This book was released on 1991 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Equal Educational Opportunity and Nondiscrimination for Students with Limited English Proficiency written by United States Commission on Civil Rights and published by . This book was released on 1997 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report focuses on issues relating to the development and implementation of educational programs for and placement of national origin minority students identified as having limited English proficiency. It examines the present-day barriers that prevent students with limited English proficiency from having an equal opportunity to participate in educational programs. The report evaluates and analyzes the Office for Civil Rights' (OCR) implementation, compliance, and enforcement effort for Title VI of the Civil Rights Act of 1964 and Lau v. Nichols.
Download or read book Research Evidence for the Effectiveness of Bilingual Education written by Rudolph C. Troike and published by . This book was released on 1978 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Equal Educational Opportunity Project Series Equal educational opportunity and nondiscrimination for students with limited English proficiency federal enforcement of Title VI and Lau v Nichols written by United States Commission on Civil Rights and published by . This book was released on 1997 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Foundations of Bilingual Education and Bilingualism written by Colin Baker and published by Multilingual Matters. This book was released on 2011 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written as an introductory text from a crossdisciplinary perspective, this book covers individual and societal concepts in minority and majority languages.
Download or read book Bilingual Education written by Ofelia García and published by Multilingual Matters. This book was released on 2007 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book contains a comprehensive selection of outstanding and influential articles on bilingual education in the USA and the rest of the world. It is designed for instructors and students, with questions and activities based on each of the 19 readings for students to engage in active learning.
Download or read book Dual Language Education written by Kathryn J. Lindholm-Leary and published by Multilingual Matters. This book was released on 2001-01-01 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
Download or read book The Effectiveness of a Model Bilingual Program written by Barbara J. Merino and published by . This book was released on 1990 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Annual Evaluation Report written by United States. Department of Education. Office of Planning, Budget, and Evaluation and published by . This book was released on 1989 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reforming Bilingual Education written by United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families and published by . This book was released on 1999 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Equal Educational Opportunity Project Series written by United States Commission on Civil Rights and published by . This book was released on 1997 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Forum written by and published by . This book was released on 1984 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book SYSTEMATIC INSTRUCTION IN READING FOR SPANISH SPEAKING STUDENTS written by Elva Duran and published by Charles C Thomas Publisher. This book was released on 2013-04-01 with total page 429 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students whose first language is not English are the fastest-growing group in public schools in all regions of the United States. Almost 10 million children between the ages of five and 17 live in the homes and communities in which a language other than English in spoken and presently most schools in the U.S. are under-educating many English learners. The achievement of Hispanic students needs to improve dramatically over the next five years and this book describes the cornerstone elements for bringing about this change. The initial chapter introduces direct instruction to be used with reading and literacy programs. Chapters 2 and 3 provide excellent review of the literature in language development and address developing language instruction, listening, and speaking with Spanish-speaking students and offers what a comprehensive language development program should look like. Chapter 4 reviews academic language and literacy instruction while the next addresses the components of instruction in Spanish. Chapter 6 offers lesson plan suggestions for Spanish-speaking students, while the following two sections discuss components that transfer and do not transfer in Spanish to English reading instruction. Chapter 9 reviews English language development and provides lesson plans for implementing SDAIE programs. Finally, Chapter 10 discusses two-way bilingual immersion and shares actual classroom schedules and lessons. This unique text will help in the preparation of primary grade teachers throughout the U.S. so that they may be successful with Hispanic students entering the public schools with little or no English background. It will also be a useful tool for school districts’ staff development in addressing school improvement goals for increasing the achievement of Hispanic students.
Download or read book Bilingual Education in the US written by Renard Teipelke and published by GRIN Verlag. This book was released on 2009-08-18 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scientific Essay from the year 2008 in the subject Didactics for the subject English - Applied Geography, grade: 1,7, Free University of Berlin, course: Oral and Writing Skills, language: English, abstract: On the introductory historical basis, the role of bilingual education, with focus on English as a second language for Hispanic children in school, will be presented in this paper. After a theoretical introduction, I examine the arguments for and against the bilingual education by balancing previous research on this issue. Then I will analyze the problems in this field and the language legislation in the US. For a better understanding of the importance of bilingualism in the US, I will refer to the interest groups, the differences between the states, and to the issue of identity. To conclude, I will focus on English and Spanish as world languages and try an outlook on the future of the multicultural US.
