Keeping Pace in Suburbia and Rural America

Autor/in	Field, Rebecca Freeman
Titel	Keeping Pace in Suburbia and Rural America
Quelle	In: School Administrator, 65 (2008) 10, S.24-26 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6439
Schlagwörter	Immersion Programs; Rural Areas; English (Second Language); Language Proficiency; Bilingualism; Rural Schools; Suburban Schools; School Districts; Student Needs; Special Needs Students; Bilingual Education; Legal Responsibility; Equal Education; Federal Legislation + Suchen Sie Ihr Suchwort? Immersionsprogramm; Rural area; Ländlicher Raum; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Bilingualismus; Rural areas; School; Schools; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; School district; Schulbezirk; Sonderpädagogischer Förderbedarf; Bilingual teaching; Bilingualer Unterricht; Strafmündigkeit; Bundesrecht
Abstract	English language learners (ELLs) are the fastest growing segment of the K-12 student population in the United States, and they are settling in areas that have never before seen such diversity. This article discusses how rural and suburban districts across the United States are moving to keep pace with their rapidly growing English language learner population. Districts with large numbers of ELLs often implement bilingual or sheltered English immersion programs. The latter are taught by trained ESL teachers who ensure the English-medium, content-area instruction is comprehensible to ELLs at different English language proficiency levels. Some rural districts with numbers that have grown dramatically are now implementing bilingual and sheltered instruction programs. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10