Literaturnachweis - Detailanzeige
| Autor/in | Schachter, Ron |
|---|---|
| Titel | Are Schools Getting Tongue-Tied? ESL Programs Face New Challenges |
| Quelle | In: District Administration, 49 (2013) 4, S.57-60 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1537-5749 |
| Schlagwörter | English (Second Language); Second Language Programs; English Language Learners; Public Schools; Elementary Secondary Education; Second Language Instruction; Teacher Education; Student Diversity; Massachusetts; Minnesota |
| Abstract | English as a Second Language programs have historically focused on Spanish-speaking students, but the ESL map is undergoing a dramatic transformation that is challenging K12 schools to cope with a burgeoning number of different native languages--more than 100 in some locations--as new immigrants arrive in districts across the country. The number of English language learners has increased by 65 percent between 1993 and 2004 compared to barely a 7 percent increase in the total K12 population, according to a 2006 study by the National Clearinghouse for English Language Acquisition. According to the Migration Policy Center, better than 70 percent of ESL students are Spanish-speaking. But the native tongues in many districts belong to recent arrivals from the former Soviet Union, a growing number of immigrants from Middle Eastern countries and Asia, and a large cohort of students--many of them refugees from war-torn or poverty-stricken lands--from the Balkan countries to Africa. This article describes how Minneapolis Public Schools meet these increasing ELL needs; lessons learned in West Springfield, Massachusetts; challenges to teacher training; and how ELL students are assets to increasing appreciation of other countries and cultures in the classroom. (ERIC). |
| Anmerkungen | Professional Media Group, LLC. 488 Main Avenue, Norwalk, CT 06851. Tel: 203-663-0100; Fax: 203-663-0149; Web site: http://www.districtadministration.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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