Learning English in Rural America

Autor/in	Kreck, Carol
Institution	Education Commission of the States
Titel	Learning English in Rural America
Quelle	(2014), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); Second Language Learning; English Language Learners; Language Proficiency; Rural Areas; School Districts; Integrated Services; State Standards; Teaching Methods; Program Development; Identification; Educational Strategies; Educational Research; Language Usage; Family Environment; Surveys; Poverty; Immigrants; Small Group Instruction; Course Content; Vocabulary Development; Academic Discourse; Writing Skills; Content Area Writing; Oral Language; Statistical Analysis; Elementary Secondary Education; Second Language Instruction; Alaska; Colorado; Iowa; Kansas; Kentucky; Minnesota; Missouri; Montana; Nebraska; Nevada; North Carolina; South Carolina + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Rural area; Ländlicher Raum; School district; Schulbezirk; Teaching method; Lehrmethode; Unterrichtsmethode; Programmplanung; Identifikation; Identifizierung; Lehrstrategie; Bildungsforschung; Pädagogische Forschung; Sprachgebrauch; Familienmilieu; Survey; Umfrage; Befragung; Armut; Immigrant; Immigrantin; Immigranten; Kursprogramm; Wortschatzarbeit; Discourse; Diskurs; Writing skill; Schreibfertigkeit; Schriftliche Übung; Oral interpretation; Mündlicher Sprachgebrauch; Statistische Analyse; Fremdsprachenunterricht
Abstract	Today, English language learners (ELLs)--students whose primary language is other than English--are the fastest-growing major school population in the United States. Between 2000-01 and 2010-11, the number of these students, whose level of English proficiency is not sufficient to support learning in a regular English language classroom, rose 18 percent nationwide. As newcomers arrived in waves, many schools and districts quickly went from low-incidence to high-incidence levels of ELLs. The federal research center, REL-Appalachia, identified four stages in district responses to emerging ELL communities: ad hoc services, consistent services, developed program of services, and expanded or integrated services. Now states look to each other for a more consistent approach. A recent set of recommendations from the Council of Chief State School Officers on identifying ELLs and identifying when they are proficient will help that process along. This report explores ways rural districts are addressing the challenge of teaching the growing English as a second language population while simultaneously teaching the Common Core State Standards. (ERIC).
Anmerkungen	Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01