A Study of the Bilingual Instructional Support Component in New Instructional Model Schools. Prepared Pursuant to the Remedial Plan for Limited English Proficiency Asian Students. Report No. 9119.

Autor/inn/en	Goodwin, Judy; und weitere
Institution	Philadelphia School District, PA. Office of Assessment.
Titel	A Study of the Bilingual Instructional Support Component in New Instructional Model Schools. Prepared Pursuant to the Remedial Plan for Limited English Proficiency Asian Students. Report No. 9119.
Quelle	(1991), (36 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Asian Americans; Bilingual Education; Elementary School Students; Elementary Secondary Education; English (Second Language); High School Students; Instructional Effectiveness; Instructional Innovation; Junior High School Students; Limited English Speaking; Middle Schools; Remedial Programs; School Districts; Student Attitudes; Tutoring; Urban Schools + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Asiatischer Einwanderer; USA; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Junior High Schools; Sekundarstufe I; Middle school; Mittelschule; Mittelstufenschule; Förderprogramm; School district; Schulbezirk; Schülerverhalten; Förderkonzept; Nachhilfeunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study assessed the bilingual instructional support component in Philadelphia's (Pennsylvania) New Instructional Model schools in the 1990-91 school year. Focus was on the following topics: (1) the extent to which the bilingual instructional support component had been implemented in the 32 schools; (2) the appropriateness and quality of the tutoring provided at the 11 schools selected for in-depth study; and (3) Asian high school students' perceptions on how well the bilingual instructional support components met their need for academic assistance. Data included that 118 tutors had been hired, of whom 71 percent were Asian. Observation data showed that in most high schools classes, teachers and tutors circulated to assist students. At the elementary school level, regular English-as-a-Second-Language (ESOL) instruction took place while tutors worked with one or more students at the back of the classroom or another location. Teacher interviews showed general satisfaction with tutors, although some teachers were unsure of the tutors' knowledge and some differed in their direction of the tutors. Recommendations include recruiting more tutors and providing training and other improvements to the tutoring component. Student focus groups conducted with 40 high school students showed that 85 percent of the students found the bilingual instructional support period helpful. An appendix tabulates the survey results for 32 schools. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC