Dropping out of School among ELL Students: Implications to Schools and Teacher Education

Autor/inn/en	Sheng, Zhaohui; Sheng, Yanyan; Anderson, Christine J.
Titel	Dropping out of School among ELL Students: Implications to Schools and Teacher Education
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84 (2011) 3, S.98-103 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
Schlagwörter	Second Language Learning; At Risk Students; Cultural Background; Limited English Speaking; English (Second Language); Dropouts; Literature Reviews; Disadvantaged Youth; Low Income Groups; Cultural Influences; Teacher Education; Faculty Development; Language Proficiency; Dropout Research; Cultural Pluralism; Resource Allocation + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Benachteiligter Jugendlicher; Cultural influence; Kultureinfluss; Lehrerausbildung; Lehrerbildung; Language skill; Language skills; Sprachkompetenz; Kulturpluralismus; Ressourcenallokation
Abstract	English language learners (ELLs) are the most rapidly growing student population in U.S. elementary and secondary schools, and this growth rate will continue throughout the next few decades. Indirect evidence has suggested that the youth population that grows the fastest has the highest risk of dropping out of school. This article reviews the literature on ELL students with a focus on the risk factors that characterize this expanding population. Limited English proficiency, disadvantageous socioeconomic status, and different cultural background are identified as the leading factors that influence ELL students' school outcomes. The authors discuss implications of these risk factors to teacher education and professional development in teaching ELL students. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10