Literaturnachweis - Detailanzeige
| Autor/in | Villegas, Leslie |
|---|---|
| Titel | Accountability for Long-Term English Learners |
| Quelle | In: Phi Delta Kappan, 105 (2023) 2, S.13-18 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-7217 |
| DOI | 10.1177/00317217231205935 |
| Schlagwörter | Accountability; English Language Learners; Language Proficiency; Equal Education; Student Needs; At Risk Students; Classification; Definitions; State Policy; Public Policy; Educational Policy |
| Abstract | The English learner (EL) population has grown by 35% in the last 20 years. However, in addition to new students being identified as ELs, the EL subgroup is being inflated by students who are not being reclassified within a reasonable and developmentally appropriate timeframe. These students, often labeled long term ELs (LTELs), are a product of chronic systemic failures that have barred these students from an equitable education. Leslie Villegas provides an overview of the LTEL phenomenon and offers recommendations for creating a more even picture of the problem. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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