Academic Success for Long-Term ESL Students.Reportar como inadecuado




Academic Success for Long-Term ESL Students. - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.





The study examines the population of long-term students of English as a second language (ESL), those who are enrolled in ESL programs for four to eight years but have not mastered the cognitive and academic skills in English to compete at grade level, in one New York City (New York) high school, and the efforts being made to address this population's needs. Background information is offered on student entry into and progress in the school system's ESL programs, and possible general factors in the lack of progress of long-term ESL (LTL) students. The procedures for identifying LTL students at the high school in question are described, using student writing samples as illustration. The program of literacy instruction designed to address these students' needs is elaborated, again using case examples. The program includes reading and writing components, note-taking skill development, native language arts instruction, several forms of assessment, and active support of this population by teachers and administrators. (Contains 10 references.) (MSE)

Descriptors: Academic Achievement, Dropout Characteristics, English (Second Language), High School Students, High Schools, Limited English Speaking, Literacy Education, Native Language Instruction, Notetaking, Reading Instruction, Second Language Instruction, Student Characteristics, Student Evaluation, Time Factors (Learning), Withdrawal (Education), Writing Instruction











Autor: Newell, Jessica; Smith, Joye

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12117&id=ED432147







Documentos relacionados