Classroom to Casa: Supporting Students Who Are Emerging Bilinguals

Autor/inn/en	Chaparro, Erin A.; Green, Ambra L.; Thompson, Sylvia L.; Batz, Ruby
Titel	Classroom to Casa: Supporting Students Who Are Emerging Bilinguals
Quelle	In: Preventing School Failure, 65 (2021) 4, S.323-331 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2021.1937022
Schlagwörter	English Language Learners; Bilingual Students; Student Behavior; Academic Achievement; Equal Education; Educational Legislation; Federal Legislation; Elementary Secondary Education; Disproportionate Representation; Discipline; Positive Behavior Supports; Response to Intervention; Culturally Relevant Education; Classroom Techniques; Data Use; Decision Making; Educational Policy; Family Involvement + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Schulleistung; Bildungsrecht; Schulgesetz; Bundesrecht; Disziplin; Klassenführung; Decision-making; Entscheidungsfindung; Politics of education; Bildungspolitik
Abstract	A substantial achievement gap, with culturally and linguistically diverse (CLD) students falling behind native-English-speaking White peers, has been widely documented in research as well as government reports. However, a corresponding discipline gap has not been evident due to the various labels and methods used for identifying specifically English learners (ELs) or Emergent bilingual (EB) students, variation in their proficiency levels of English, and the difficulty in determining who may or may not have a disability. Considerable work remains on how to raise the overall academic and behavior outcomes of EB students. This paper outlines best practices in a multi-tiered system of support and promotes an asset-based approach, which provides the foundation for educators to create equitable education opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01