Effective Practices for English Language Learners: Principals from Five States Speak

Autor/inn/en	Rivera, Mabel O.; Francis, David J.; Fernandez, Magdalena; Moughamian, Ani C.; Jergensen, Julia; Lesaux, Nonie K.
Institution	Center on Instruction; University of Houston, Texas Institute for Measurement, Evaluation, and Statistics
Titel	Effective Practices for English Language Learners: Principals from Five States Speak
Quelle	(2010), (72 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Language of Instruction; Academic Achievement; Second Language Learning; Literacy; Native Speakers; Student Characteristics; English (Second Language); Principals; Best Practices; Educational Practices; Effective Schools Research; Administrator Attitudes; Limited English Speaking; Educational Strategies; Academic Support Services; Barriers; Instructional Effectiveness; Performance Factors; Demography; California; Florida; Massachusetts; New Mexico; Texas + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Schulleistung; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Principal; Schulleiter; Bildungspraxis; Schulforschung; Lehrstrategie; Unterrichtserfolg; Leistungsindikator; Demografie; Kalifornien; Master-Studiengang
Abstract	From classroom teachers to researchers, education professionals have raised questions about how best to assist students who face the significant dual challenge of acquiring the content knowledge necessary for academic success and simultaneously developing their English language competency. This document addresses these questions by looking at key practices in schools with high populations of non-native speakers of English that have achieved exemplary academic success in their second, acquired language. The authors begin with a brief look at some research on language of instruction and literacy programs for English language learners (ELLs). Most of the document describes practices and programs in schools where English language learners have done exceptionally well. It details findings from 49 school principals on nine factors, including school and student characteristics, instructional supports and strategies for ELLs, and barriers to effective instruction for ELLs. The document ends with a consideration of its limitations and implications. Appendices include: (1) School Selection by State; and (2) Survey. (Contains 16 tables and 3 footnotes.) (ERIC).
Anmerkungen	Center on Instruction. Available from: RMC Research Corporation. 1000 Market Street Building 2, Portsmouth, NH 03801. Tel: 800-258-0802; Tel: 603-422-8888; e-mail: COI-Info@rmcres.com; Web site: http://www.centeroninstruction.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10