Reframing the Conversation about Students with Limited or Interrupted Formal Education: From Achievement Gap to Cultural Dissonance

Autor/inn/en	DeCapua, Andrea; Marshall, Helaine W.
Titel	Reframing the Conversation about Students with Limited or Interrupted Formal Education: From Achievement Gap to Cultural Dissonance
Quelle	In: NASSP Bulletin, 99 (2015) 4, S.356-370 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636515620662
Schlagwörter	English Language Learners; Culturally Relevant Education; Teaching Models; Immigrants; Refugees; Barriers; Learning Experience; Achievement Gap; Culture Conflict; Learner Engagement; Academic Achievement + Suchen Sie Ihr Suchwort? Lehrmodell; Immigrant; Immigrantin; Immigranten; Flüchtling; Lernerfahrung; Kulturkonflikt; Schulleistung
Abstract	U.S. schools face increasing pressure to ensure that all students succeed, yet the dropout rate for English learners is alarmingly high, especially for those with limited or interrupted formal schooling (SLIFE). Serving SLIFE can be challenging because they not only need to master language and content but also need to develop literacy skills and learn to operate in formal classroom settings. We describe a culturally responsive instructional model that prepares SLIFE to access curriculum and instruction, and succeed on standardized testing. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01