Literaturnachweis - Detailanzeige
| Autor/in | Ferlazzo, Larry |
|---|---|
| Titel | Research in Action: Ramping up Support for Long-Term ELLs |
| Quelle | In: Educational Leadership, 77 (2020) 4, S.16-23 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1784 |
| Schlagwörter | English Language Learners; High School Students; Social Support Groups; Intervention; Inclusion; Educational Environment; Progress Monitoring; Grouping (Instructional Purposes); Culturally Relevant Education; Academic Achievement; Attendance; Learner Engagement; California |
| Abstract | The author, a veteran ESL teacher, describes a set of specific supports to help long-term English language learners make academic progress that he and other teachers piloted at Luther Burbank High School in California. The interventions included a daily academic support class; monitoring this group's academic progress; "cohorting" them together in academic classes; creating a positive, inclusive school climate; and culturally responsive teaching. Teachers provided these supports to a group of 20 LTELLs throughout the 2018-19 school year, then compared these students' performance on several end-of-year assessments with that of a "control group" of long-term ELLs who didn't receive these supports. The group who received supports outperformed the "control" group on all assessments and other elements--such as attendance and engagement--measured. (As Provided). |
| Anmerkungen | ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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