LILAC: A Program Enabling Primary-Age Spanish-Dominant Children to Learn the Language of Instruction.

Autor/in	Adams, Brian F.
Titel	LILAC: A Program Enabling Primary-Age Spanish-Dominant Children to Learn the Language of Instruction.
Quelle	(1987), (170 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Bilingual Education; Dropouts; Educational Finance; Educational Philosophy; English (Second Language); Hispanic Americans; Immersion Programs; Language Proficiency; Language Skills; Limited English Speaking; Mainstreaming; Migrant Education; Multicultural Education; Non English Speaking; Primary Education; Program Effectiveness; Readiness; Resource Teachers; Skill Analysis; Spanish Speaking; Student Placement; Test Norms; Florida + Suchen Sie Ihr Suchwort? Schulleistung; Bilingual teaching; Bilingualer Unterricht; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsfonds; Bildungsphilosophie; Erziehungsphilosophie; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanoamerikaner; Immersionsprogramm; Language skill; Language skills; Sprachkompetenz; Multikulturelle Erziehung; Primarbereich; Lehrpersonal; Schülerpraktikum; Testnorm
Abstract	A school on Florida's west-central coast was selected as the site for the Language Intensive Lab Accelerated Classroom (LILAC) program which was developed to address the need for a county-wide, objective-based educational program for non-English proficient (NEP) and limited-English proficient (LEP) Hispanic children in grades K-2. The number of enrolled children fluctuated around 28, with children being integrated into the normal curriculum as soon as they were ready. Instruction focused on language experiences in English, with emphasis placed on readiness concepts for success in the regular classroom and instructional mode, and conformed to the basic English for Speakers of Other Languages (ESOL) philosophy. Evidence showed that 93.75% of enrolled children raised their IDEA Oral Language Proficiency Test score by at least one level. In April 1987, the school agreed to apply to the State of Florida for funding, through a formula tied to "Drop Out Prevention." This funding would permit the employment of dedicated staff members. In 1987-88, the LILAC program will expand to include grades K-8. Appendices include references, language proficiency classifications (including identification, evaluation, and entry/exit criteria), sample lesson plans, data and status reports, and a chronology of events. (JMM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC