A New Protocol for Teaching English Language Learners in Middle and Secondary Schools

Autor/in	Luster, John
Titel	A New Protocol for Teaching English Language Learners in Middle and Secondary Schools
Quelle	In: Journal of International Education Research, 7 (2011) 4, S.65-74 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0979
Schlagwörter	High Schools; Public Schools; Federal Legislation; Academic Achievement; Second Language Learning; Literacy; Enrollment; Minority Groups; White Students; Educational Legislation; Middle School Teachers; Secondary School Teachers; Achievement Gap; Underachievement; English (Second Language); Standardized Tests; Student Evaluation; Teacher Effectiveness; High School Students; Middle School Students; California; Texas; United States + Suchen Sie Ihr Suchwort? High school; Oberschule; Public school; Öffentliche Schule; Bundesrecht; Schulleistung; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Einschulung; Ethnische Minderheit; Bildungsrecht; Schulgesetz; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Performance deficiency; Leistungsschwäche; English as second language; English; Second Language; Englisch als Zweitsprache; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; High schools; Student; Students; Schüler; Schülerin; Studentin; Kalifornien; USA
Abstract	In the United States, the population of minority students in 2005 increased to 42 percent of public school enrollment (Echevarria & Short, 2010). English learners (ELs) are the fastest growing population of students enrolled in public school across the United States. California alone has 1.5 million ELs attending public schools (Echevarria, 2008). During the 2007-2008 academic year, only 11 states met their accountability goals for ELs under the No Child Left Behind Act (August, and Shanahan, 2006, Zehr, 2011). If an EL speaks English with difficulty, 82 percent will not graduate from high school. A recent Texas study reported that 80 percent of ELs did not graduate from high school (Echevarria, Vogt, and Short, 2008). The gap in academic achievement between Caucasian students and those from culturally and linguistically diverse groups has widened primarily because many middle and secondary classroom teachers are under prepared to make content comprehensible for ELs or to teach content-area literacy to a forgotten population of middle and secondary ELs (Echevarria and Short, 2010). The result is that ELs enrolled in middle and high schools have become long term ELs, who's specific learning needs for success in school are largely, ignored thus creating a large EL underachieving group (Olsen, 2010). Many middle and secondary schools engage in the common practice of segregating students in what some educators have called the "EL ghetto." The ELs middle and secondary school curriculum typically consists of a sequence of courses that keep them together over multiple years in classes that do not enable them to complete prerequisites for higher tracks of college (Darling-Hammond, 2010). The overarching question addressed in this presentation is; what do teachers need to know and be able to do to provide ELs with systematic language development, academic literacy skills, successful experiences in mainstream classes, meet content standards, and pass standardized assessments in their second language? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10