Download or read book Case Study of ELL Achievement and Best Practices in Dual Language Immersion Programs written by Eric Loe and published by . This book was released on 2018 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: Language is the primary form of communication in education. A solid understanding of the language being used in the classroom is a fundamental component in the success of any student. How can schools address the needs of students in the classroom who are not familiar with the primary language? This study looks at one possible solution, Dual Language Immersion, sometimes referred to as Bilingual Education. Dual Language Immersion provides academic instruction in both the primary language of the general school population, as well as the Native Language of the student. The researcher combined a quantitative analysis of the academic achievement of English Language Learners (ELL) in Dual Language Immersion programs with a qualitative analysis of best practices and challenges regarding the successful sustaining of a program at a school site. This study is limited in scope and is meant to be a preliminary resource for educators exploring the desirability and viability of implementing a Dual Language Immersion program at their site. Larger scale studies are needed to provide greater insight into the achievement possibilities for participants in Dual Language Immersion programs and further study is necessary to pinpoint the needs of specific populations within the model.
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 Educating English Language Learners written by Fred Genesee and published by Cambridge University Press. This book was released on 2006-01-16 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.
Download or read book Supporting English Learners in the Classroom written by Eric M. Haas and published by Teachers College Press. This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This resource offers educators evidence-based best practices to help them address the individual needs of English learners with academic challenges and those who have been referred for special education services. The authors include guidance and specific tools to help districts, schools, and classrooms use Multi-Tiered System of Supports (MTSS) and other interventions. “Provides excellent guidance for meeting the complex needs of English learners with true learning disabilities. An outstanding resource.” —Alba Ortiz, professor emeritus, The University of Texas at Austin “A wonderful resource for those who have the opportunity to serve English learners in the classroom, including those with academic challenges.” —Martha Thurlow, National Center on Educational Outcomes, University of Minnesota “Readers will find practical guidance and tools grounded in the latest research for teaching English learners.” —Diane Haager, professor, California State University, Los Angeles “A valuable tool that bridges the latest research and practice on bilingual special education.” —Claudia Rinaldi, Lasell College
Download or read book Best Practices in ELL Instruction written by Guofang Li and published by Guilford Press. This book was released on 2011-03-18 with total page 417 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this indispensable work, prominent authorities review the latest research on all aspects of ELL instruction (K–12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and linguistically diverse students; and building strong school–home–community partnerships. Chapters include clear-cut recommendations for teaching adolescent ELLs and those with learning disabilities. The comprehensive scope, explicit linkages from research to practice, and guidance for becoming a culturally informed, reflective practitioner make the book an ideal course text.
Download or read book The Effects of Dual Language Programs on the Student Achievement of English Learners written by Ignacio Reyes and published by . This book was released on 2014 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: The nation's increasing Spanish speaking population with limited English proficiency poses a challenge to the educational system. Educational policy and practice are influenced by conflicting interpretations of research causing opposing opinions about language of instruction for English language Learners. After many years of research, there is no conclusive evidence on which method better serves English Learners towards English language proficiency. This study compared the achievement of English Learners who participated in a dual language program with English Learners who participated in a traditional classroom program. CST scores in English language arts were analyzed to compare academic progress, to determine which instructional approach better serves this student population in pursuing academic English language proficiency. The results suggest that English Learners who participated in the Dual Language Academy showed greater achievement than the English Learners who did not participate. These findings are congruent with bilingual education advocates asserting that English Learners' performance in these types of programs is better than, or at least as good as English Learners' performance in programs conducted only in English.
Download or read book Promoting the Educational Success of Children and Youth Learning English written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-08-25 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
Download or read book The Effect of Dual Language Immersion on Student Achievement in Math Science and English Language Arts written by Jennifer L. Steele and published by . This book was released on 2013 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: Confronted with many challenges to improving the quality of U.S. public K-12 education, many policymakers have viewed the study of a second language as a useful but nonessential ingredient of a world-class education system. However, others point out that dual-language education can be a powerful intervention for closing the achievement gap for English language learners (ELLs), and that it enhances outcomes for both ELLs and English native speakers. Though numerous studies have established a positive relationship between dual-language immersion (DLI) and student achievement in core subjects like mathematics and science, questions about these direct relationships remain. The proposed paper addresses three research questions about DLI: (1) What is the effect of dual-language immersion on student achievement in math, science; English language arts, and the partner language, and on student attendance and behavior? (2) How do the achievement, attendance, and behavioral effects of dual-language immersion differ for native English speakers versus native speakers of the partner language?; and (3) How does DLI program implementation vary across programs, and does that variation illuminate differences in program effectiveness? The study takes place in the Portland Public School district (PPS) in Portland, Oregon, the largest school district in the Pacific Northwest. PPS serves approximately 47,000 students in grades pre-kindergarten through 12. The study focuses in particular on the district's 19 dual-language immersion schools, which include 14 schools with Spanish programs, 3 with Japanese programs, 3 with Russian programs, and 2 with Mandarin programs. Analysis of the first years of data from a 3-year study are still under way. Preliminary descriptive analyses point to the importance of the random assignment strategy in removing selection bias. One figure is appended.
Download or read book The Education of English Language Learners written by Marilyn Shatz and published by Guilford Press. This book was released on 2011-08-01 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents evidence-based strategies for supporting English language learners' (ELLs') school readiness and achievement at all grade levels. It examines the importance of communication and language use for children's learning both in and outside of school.
Download or read book Collaborating for English Learners written by Andrea Honigsfeld and published by Corwin Press. This book was released on 2019-01-18 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Looking for a silver bullet to accelerate EL achievement? There is none. But this, we promise: when EL specialists and general ed teachers pool their expertise, your ELs’ language development and content mastery will improve exponentially. Just ask the tens of thousands of Collaboration and Co-Teaching users and now, a new generation of educators, thanks to this all-new second edition: Collaborating for English Learners. Why this new edition? Because more than a decade of implementation has generated for Andrea Honigsfeld and Maria Dove new insight into what exemplary teacher collaboration looks like, which essential frameworks must be established, and how integrated approaches to ELD services benefit all stakeholders. Essentially a roadmap to the many different ways we can all work together, this second edition of Collaborating for English Learners features: All-new examples, case studies, illustrative video, and policy updates In-depth coverage of the full range of strategies and configurations for determining the best model to adopt Templates, planning guides, and other practical tools to put collaboration into practice Guidelines, self-assessments, and questionnaires for evaluating the strategies’ effectiveness By this time, the big benefits of teacher collaboration are well documented. Where teachers and schools struggle still is determining the best way to do so, especially when working with our ELs. That’s where Andrea Honigsfeld, Maria Dove, and their second edition of Collaborating for English Learners will prove absolutely indispensable. After all, there are no two better authorities.
Download or read book Collaborating for English Learners written by Andrea Honigsfeld and published by Corwin Press. This book was released on 2019-01-18 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: Looking for a silver bullet to accelerate EL achievement? There is none. But this, we promise: when EL specialists and general ed teachers pool their expertise, your ELs’ language development and content mastery will improve exponentially. Just ask the tens of thousands of Collaboration and Co-Teaching users and now, a new generation of educators, thanks to this all-new second edition: Collaborating for English Learners. Why this new edition? Because more than a decade of implementation has generated for Andrea Honigsfeld and Maria Dove new insight into what exemplary teacher collaboration looks like, which essential frameworks must be established, and how integrated approaches to ELD services benefit all stakeholders. Essentially a roadmap to the many different ways we can all work together, this second edition of Collaborating for English Learners features: All-new examples, case studies, illustrative video, and policy updates In-depth coverage of the full range of strategies and configurations for determining the best model to adopt Templates, planning guides, and other practical tools to put collaboration into practice Guidelines, self-assessments, and questionnaires for evaluating the strategies’ effectiveness By this time, the big benefits of teacher collaboration are well documented. Where teachers and schools struggle still is determining the best way to do so, especially when working with our ELs. That’s where Andrea Honigsfeld, Maria Dove, and their second edition of Collaborating for English Learners will prove absolutely indispensable. After all, there are no two better authorities.
Download or read book Developing Reading and Writing in Second language Learners written by Diane August and published by Taylor & Francis. This book was released on 2008 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.
Download or read book The Effects of Dual Immersion Programs on the Achievement of English Learners written by Jorge Pinedo and published by . This book was released on 2014 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined data during the 2012-2013 academic school year from two Central Valley elementary schools located in California. Both of these schools are located within the same district. One school has a dual immersion program; the other does not. The school that has a dual immersion program has a total student population of 710. This school uses the 90/10 model. Over the course of the primary grades, the percentage of instruction in the minority language decreases, while the percentage of instruction in English gradually increases. The school consists of 364 male and 346 female students. The school's ethnic composition consist of 89% Hispanic or Latino, 7% White, and 1% other. The other school does not have a dual immersion program. This school has a total student population of 578,315 males and 263 females. The school's ethnic composition consists of 72% Hispanic or Latino, 19% White, 4% African/American, 1% Asian, and 1% other. The third-grade English learners were selected from Power School reports for the 2012-2013 school year. All of the third-grade English learners (36) from the school that does not have a dual immersion program and all of the third-grade English learners (40) from the school with a dual immersion program participated in this study. The results of a t-test for independent samples showed no significant difference in the California English Language Development Test (CELDT) and California Standards Test (CST) in English language arts scores between the two groups of students.
Download or read book Preventing Long Term ELs written by Margarita Espino Calderon and published by Corwin Press. This book was released on 2010-10-22 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: 10 keys to keeping English learners from falling through the cracks Students who struggle with English are likely to struggle with academic content throughout their school years. Many drop out. This practical guidebook’s 10 components for success will help educators at all levels close this achievement gap. Included are step-by-step instructions for integrating language, literacy, and subject matter to improve student learning. Key features include: A clearly articulated, evidence-based professional development program for effectively teaching English language learners Research-based coaching practices for improving instruction Ways to implement the program while concurrently meeting core standards and content objectives
Download or read book A Mixed methods Study of English Language Learners Academic Achievements in a Spanish Immersion School written by Ibtihal Dawood Salman and published by . This book was released on 2017 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: English Language Learners (ELLs) represent the fastest growing population in the public-school community in the United States (U.S.), where their academic achievements lag behind their native English-speaking peers. English Language Learners’ academic achievement gap has raised a challenging issue for U.S. educators. A convergent parallel mixed-methods study was conducted to 1) compare English Language learners’ academic achievements (mathematics and English Language Arts [ELA] scores) to non-ELLs’ academic achievements (mathematics and ELA scores) in a one-way Spanish immersion school in the Midwestern United States; 2) examine the impact of using Spanish as an instructional tool on English Language Learners’ (ELLs) academic achievements who are admitted in a Midwestern Spanish language immersion school; 3) investigate how teachers perceive the effectiveness of Spanish language instruction on students’ achievement and more specifically, ELLs; 4) assess the one-way immersion program’s ability to assist ELLs’ performance by using their first language and achieve better academic advancement compared to non-ELLs. The results of this convergent parallel mixed-methods study explained that there was no significant difference between ELLs and non-ELLs of mathematics and ELA scores. ELLs in a one-way immersion school perform similarly to their non-ELLs in measure of mathematics and ELA. Based on the results of this mixed-methods study, all teachers confirmed that it was an excellent idea to use ELLs’ first language as an instructional tool. They insisted that L1 represented a great benefit for ELLs who learn through their L1. Also, ELLs can develop their first language besides acquire English as a second language.
Download or read book Shadowing Multilingual Learners written by Ivannia Soto and published by Corwin Press. This book was released on 2021-03-12 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Walk in your Students’ Shoes with Multilingual Learner Shadowing The need for powerful professional learning to enable Multilingual Learners reach their full potential is more profound than ever. MLL shadowing is a way to create urgency around the instructional and academic needs of Multilingual Learners. The MLL Shadowing protocol is used to collect data on MLL’s opportunities for speaking and listening--the building blocks for reading and writing--in our classrooms. Updated after 10 years of research and practice, the second edition of this bestselling resource includes an overview on the importance of oral language development, information on preparing the shadowing experience, the complete shadowing protocol, a guide for analyzing the shadowing experience and key oral language development strategies. The new edition also adds improved data collection for oral language expression, as well as highlights updated research and classroom practice concerning new policies and programs implemented across the country. A comprehensive guide to ELL shadowing is presented alongside: Detailed case studies showing real-world examples Guidelines for analyzing and reflecting on the shadowing experience Guidelines for shadowing in a virtual environment Guidelines for shadowing in a multilingual environment An assets-based orientation to student learning and the use of achievement data to improve ELL education This book provides an entry point for broader, systemic improvement that will serve ELLs in more varied instructional settings, including monolingual and bilingual programs.
Download or read book Dual Language Education Teaching and Leading in Two Languages written by David E. DeMatthews and published by Springer. This book was released on 2019-05-13 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a comprehensive and interdisciplinary examination of dual language education for Latina/o English language learners (ELLs) in the United States, with a particular focus on the state of Texas and the U.S.-Mexico border. The book is broken into three parts. Part I examines how Latina/o ELLs have been historically underserved in public schools and how this has contributed to numerous educational inequities. Part II examines bilingualism, biliteracy, and dual language education as an effective model for addressing the inequities identified in Part I. Part III examines research on dual language education in a large urban school district, a high-performing elementary school that serves a high proportion of ELLs along the Texas-Mexico border, and best practices for principals and teachers. This volume explores the potential and realities of dual language education from a historical and social justice lens. Most importantly, the book shows how successful programs and schools need to address and align many related aspects in order to best serve emergent bilingual Latino/as: from preparing teachers and administrators, to understanding assessment and the impacts of financial inequities on bilingual learners. Peter Sayer, The Ohio State University, USA
