A Comprehensive Dropout-Prevention Program To Increase the Number of Spanish-Speaking ESL Students Remaining in High School.

Autor/in	Galletta-Bruno, Diana
Titel	A Comprehensive Dropout-Prevention Program To Increase the Number of Spanish-Speaking ESL Students Remaining in High School.
Quelle	(1995), (96 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Acculturation; Conversational Language Courses; Dropout Prevention; English (Second Language); High Risk Students; High School Students; High Schools; Immigrants; Limited English Speaking; Parent Participation; Parent School Relationship; Problem Solving; Program Descriptions; Program Effectiveness; School Orientation; Spanish Speaking; Student Adjustment + Suchen Sie Ihr Suchwort? Akkulturation; English as second language; English; Second Language; Englisch als Zweitsprache; Problemschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Problemlösen; Adjustment; Adaptation
Abstract	The practicum reported here addressed the difficulty some newly-immigrated Spanish-speaking, limited-English-proficient high school students experience in adjusting to a new culture, putting them at risk of dropping out of school. A program was designed for this population in a suburban high school with a substantial and increasing immigrant population. Program components included initial screening and interviews, four English classes, including a new one in conversational English, a small-group acculturation counseling program, and parent orientation workshops concerning the school system. Results of this intervention were positive for 33 of the 35 participating students; two dropped out of school. The majority of participants felt that the new conversational English course was valuable, and the counseling sessions helped students adjust to the new culture, community, and school more readily and deal with problems more effectively. Appendices include: preliminary ESL/bilingual survey (English and Spanish versions); preliminary teacher interview; follow-up ESL/bilingual survey (English and Spanish); family interviews; parent night flyers A&B (Spanish and English); 10 most-asked questions and answers; and parent-night evaluations (Spanish and English). (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01