Attributes of effective programs and classrooms serving English language learners

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National Center for Research on Cultural Diversity and Second Language Learning, U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center , Santa Cruz, Calif, [Washington, DC]
Educational change -- United States, Second language acquisition, Effective teaching -- United S
StatementDiane August, Lucinda Pease-Alvarez.
ContributionsPease-Alvarez, Lucinda., Educational Resources Information Center (U.S.)
The Physical Object
Pagination1 v.
ID Numbers
Open LibraryOL16305991M

Attributes of Effective Programs and Classrooms Serving English Language Learners. August, Diane; Pease-Alvarez, Lucinda The analysis presented here attempts to specify the various conditions, including school-wide and classroom practices, that maximize English language learners' opportunities to meet challenging outcome expectations, and Cited by: Also called paired bilingual and dual language, these programs group English language learners from a single language background in the same classroom with native English speakers.

Ideally, there is a nearly 50/50 balance between ELLs and native English speakers. Instruction is divided equally between English and the other language.

Get this from a library. Attributes of effective programs and classrooms serving English language learners. [Diane August; Lucinda Pease-Alvarez; Educational Resources Information Center (U.S.)].

Page 7— Studies of School and Classroom Effectiveness. Whereas Chapter 6 focuses on program evaluations, in which instructional language issues are paramount, this chapter focuses on empirical studies that attempt to identify school- Attributes of effective programs and classrooms serving English language learners book classroom-level factors related to effective schooling for English-language learners from early education programs through high school.

Chapters 2–6 in this book will provide background information and short examples of the five major components of teaching reading and other literacy skills to English language learners.

Most important to teachers, each chapter has a lengthy final section of fully developed, effective classroom lessons that incorporate the material in the. Also called developmental bilingual programs, these group language minority students from a single language background in the same classroom with language majority (English-speaking) students.

Ideally, there is a nearly 50/50 balance between language minority and language majority students. Effective Instruction for English Learners and elementary programs are not adequately addressing the needs of English learners Alongside the long-term English learners, whose language and literacy gaps must be addressed if they are to graduate from high school, exist other categories of English learners with very different needs.

One group. Twenty percent of the U.S. population speak a language other than English at home. As the number of English learners continues to grow, educators are seeking effective programs and instructional strategies to serve them.

From its inception, improving the teaching of English around the world has been a core activity for CAL. In addition to the common characteristics, each content area below has developed a set of content specific characteristics that demonstrate highly effective teaching and learning.

In order to access the characteristics in each content area, please click a content area below. implement high-quality language instruction programs to improve the education of English Learners.

Grantees may provide dual-language programs, transitional bilingual education, sheltered English immersion, newcomer programs for late-entrant English Learners, or other language instruction programs. Grantees may also provide effective professional. The population of English language learners (ELLs) in U.S.

public schools is on the rise. Learn about the most effective ways to teach ELL students (or ESL students), how to create a welcoming classroom, and ways to promote family involvement.

For many more resources, visit our bilingual sister site Colorín Colorado, which is specifically focused on how to help ELL students succeed in school. Table (Digest ): English language learner (ELL) students enrolled in public elementary and secondary schools, by home language, grade, and selected student characteristics: Selected years, through fall any number of specific characteristics or learning needs.2 To this end, this report examines one particular subset of the EL population: Long-Term students who complete and exit a language program within three years achieve the 3 ^English Language Learners Face Unique hallenges.

_ National Education Association, Fall English language educators, has outlined five levels of language acquisition that students pass through on their journey to full English language proficiency.

Each level of language acquisition can be characterized in observable ways. The chart below summarizes key characteristics of students at each TESOL language proficiency level. To improve instruction and services for all English language learners, teachers are stepping into leadership roles.

At a time when school districts across the country are experiencing fast-growing enrollments of English language learners (ELLs), many K educators are asking what they can do to meet those students’ needs. Overall, Classroom Instruction that works with English language learners is a valuable text for educators looking to improve their practice and to employ effective pedagogical strategies such that ELLs are challenged to think at high levels with the support of appropriate scaffolding.

The book would be a good addition to any pre-service teacher. Structured English Immersion: A classroom setting for English learners in which nearly all classroom instruction is provided in English but with a curriculum and presentation designed for pupils who are learning English.

At minimum, English learners will be provided a program of Structured English Immersion. [EC sections (a)(2) and (c)(3)]. Working with English language learners: Strategies for elementary and middle school teachers.

(Program Information Guide Series, Number 19). Washington, DC: National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs.

Description Attributes of effective programs and classrooms serving English language learners FB2

Zehr, M. (, Oct. Translation efforts a growing priority for urban schools. Students should be active participants. In effective classrooms, students take part in discussions, investigations, and experiments that broaden their knowledge and skills.

Whether through whole group discussion, small group work, or independent practice, the majority of learning. Here are six facts about English language learners in U.S. public schools. 1 California has the highest number and share of English language learners. The more than million ELL students in California made up 21% of the state’s total public elementary and secondary school enrollment inaround double the % nationwide share.

Rachel, a passionate leader in a New York City–based public school, was concerned about the math outcomes at her school, especially for English language learners (ELLs), who made up about a third of the school community.

Rachel knew that the students at her school had tremendous learning potential and that their teachers were motivated. About the Book: These strategies are brought to life in a new Math Solutions resource widely adopted by K-5 teacher preparation educators: Supporting English Language Learners in Math Class: A Multimedia Professional Learning Resource (Bresser et al., ).

This tool was developed for teachers in regular or mainstream classrooms with one or. personality characteristics. Findings showed that an English language teacher should have socio-affective skills, pedagogical knowledge, subject matter knowledge and personal qualities for better language teaching and learning.

Details Attributes of effective programs and classrooms serving English language learners FB2

In addition, an effective English language teacher should have a balanced combination of these four main aspects.

How We Teach English Learners: 3 Basic Approaches: NPR Ed U.S. schools are scrambling to teach millions of students who don't speak English. That means more program options and better services. Can English Learners Attain Proficiency in One-Year Immersion Programs.

By Christine H.H Rossell, Ph.D. ow long should limited-English-profi-cient (LEP) students be in a sheltered English immersion classroom,or for that matter any language acquisition program.

This is the most common question asked by teachers,policymakers and the pub-l i c. Leer en español (read in Spanish) Nearly 3 in 4 American classrooms now includes at least one English-language learner, and these students make up roughly 1 in 10 public school students.

The foreign-born population in the United States is larger than it has ever been with over 40 million immigrants living in the country.

U.S. classrooms are increasingly diverse, with well over two million foreign-born children ages 5 through 17 enrolled in school, roughly percent of the total student population.

Not only are there a record number of immigrant youth, but changing migration.

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Keywords: English language learners, immigrants, college counseling, college-going culture English language learners (ELLs) is a term used to refer to students who receive any language assistance program (Cook, ).

ELLs in the United States are a diverse group who speak hundreds of different languages from many parts of the world; they. Characteristics of English Language Learners ELL students can be defined as students who speak languages other than English when they enter the school system.

Although every student is unique, there are some general characterisitcs of the ELL students who may be part of you classroom. Assessment has its own culture, traditions, and terminology. This training guide is intended to help classroom teachers become more comfortable creating and using assessments.

A Practical Guide to Assessing English Language Learners provides helpful. 6 Supporting English Language Learners in Kindergarten Defi nition of English language learners English language learners are students in provincially funded English language schools whose fi rst language is a language other than English, or is a variety of English1 that is signifi cantly different from the variety used for instruction in.The success of identifying and serving high-ability English Language Learners relies upon the establishment of formal channels of communication among teachers of gifted programming, teachers of English Language Learner programs, and classroom teachers.

Topics of discussion during its. English language learners (ELLs) have historically been underrepresented and underserved in U.S. gifted and talented (GT) programs. To move the needle in a more promising direction, we can begin by asking ourselves how we can increase the visibility of diverse learners .