Initial Perceptions of English as a Second Language Educators on Including Students with Limited English Proficiency in Minnesota's High Standards. State Assessment Series, Minnesota Report 33.

Autor/inn/en	Swierzbin, Bonnie; Liu, Kristin; Thurlow, Martha
Institution	Minnesota State Dept. of Children, Families, and Learning, St. Paul.
Titel	Initial Perceptions of English as a Second Language Educators on Including Students with Limited English Proficiency in Minnesota's High Standards. State Assessment Series, Minnesota Report 33.
Quelle	(2000), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Elementary Secondary Education; English (Second Language); Immigrants; Interviews; Language Attitudes; Language Teachers; Limited English Speaking; Outcome Based Education; Politics of Education; Questionnaires; Second Language Instruction; Second Language Learning; State Standards; Student Evaluation; Minnesota + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten; Interviewing; Interviewtechnik; Sprachverhalten; Language teacher; Sprachunterricht; Lernerfolgsmessung; Educational policy; Bildungspolitik; Fragebogen; Fremdsprachenunterricht; Zweitsprachenerwerb; Schulnote; Studentische Bewertung
Abstract	This report presents findings from an investigation of the perceptions, beliefs, and expectations of English-as-a-Second- Language (ESL) educators as they work toward including students with limited English proficiency (LEP) in Minnesota's High Standards. More and more states are implementing standards-based educational systems in which all students, including LEP students, are expected to participate. Standards implementation is a challenging process for all educators and particularly for those who work with linguistically and culturally diverse populations. This study is one of the first in Minnesota to look at emerging efforts towards standards-based reform for LEP students. It is found that ESL teachers are generally not implementing their content-based work toward specific high standards with their LEP students. This finding is compounded by the feeling of some teachers that high standards are not going to be appropriate for immigrant students arriving in Minnesota in their teens with little English ability and perhaps limited schooling. In general, ESL educators were having trouble preparing their LEP students for High Standards (with many under the impression that it is not the job of the ESL instructor to prepare them for these standards) and do not think them appropriate for these students in many cases. The survey instrument and the interview protocols are included in two appendices. (KFT)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliot Hall, 75 East River Road, Minneapolis, MN 55455 ($8). Tel: 612-626-1530; Fax: 612-624-0879. For full text: http://www.coled.umn.edu/NCEO.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC