Categories

Category: English as a Second Language

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    ¡Sí Se Puede!An Example of an Exemplary Bilingual/ESL Program

    1/1/07 - Laura Méndez Barletta , Equity Alliance at ASU

    In this exemplar, Harrison Elementary School’s Bilingual/English as a Second Language (ESL) program is featured as a Model Program. Harrison Elementary’s Bilingual/ESL program was one of four programs honored as “Outstanding Second Language Programs” at the headquarters of the New Jersey Principals and Supervisors Association in Monroe, New Jersey. Such exemplary programs are identified through a rigorous process that includes an extensive program review and a site visit conducted by...

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    Effects of the implementation of Proposition 227 on the education of english learners, K-12

    1/1/06 - T. B. Parrish, A. Merickel, M. Perez , R. Linquanti, M. Socias, A. Spain, , C. Speroni, P. Esra , L. Brock, D. Delancey

    “In June of 1998, Proposition 227 was passed by 61 percent of the California electorate. The initiative was intended to significantly alter the ways in which the state’s English learners are taught. Proposition 227 requires that English learners be taught ‘overwhelmingly in English’ through sheltered/structured English immersion programs during ‘a temporary transition period not normally intended to exceed one year,’ and then transferred to mainstream English-language...

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    Framework for high-quality english language proficiency standards and assessments

    1/1/09 - Assessment and Accountability Comprehensive Center,

    The Framework for High-Quality English Language Proficiency Standards and Assessments, its accompanying brief, and one-page overview of criteria were conceived as critical tools for states to use in their efforts to ensure that their English learner students achieve English language proficiency (ELP) and also achieve at high levels academically. Building on the best knowledge from relevant research and practice, the Framework provides criteria for high-quality ELP standards and aligned...

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    Primary Language Support: Facilitating English Language Development and Sheltered Content Instruction through Effective use of Students’ Primary Language(s)

    1/1/09 - Wayne Wright

    One of the greatest strengths ELL students bring to the classroom is their primary language (L1). Richard Ruiz (1984) reminds us that effective programs for ELLs view the primary language as a resource, rather than as a problem to be overcome. Even in non-bilingual classrooms teachers can utilize their students’ L1 in a manner which will make content-area instruction in English much more comprehensible (Wright, 2008). As Krashen (1985) has pointed out in his Comprehensible Input...