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Best Practices In State Assessment Policies For Accommodating English Language Learners
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Book Synopsis Best Practices in State Assessment Policies for Accommodating English Language Learners by : Barbara D. Acosta
Download or read book Best Practices in State Assessment Policies for Accommodating English Language Learners written by Barbara D. Acosta and published by . This book was released on 2008 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: Charged by the U.S. Department of Education, The George Washington University Center for Equity and Excellence in Education (GW-CEEE) developed a Guide for state education agencies (SEAs) to use to improve state assessment policies for accommodating English language learners (ELLs). As a foundation for the Guide, GW-CEEE designed two studies, the Descriptive Study and the Best Practices Study. For the Descriptive Study GW-CEEE reviewed state assessment policies and examined the number and types of accommodations specified for ELLs (Shafer Willner, Rivera, & Acosta, 2008). The Best Practices Study involved the application of a Delphi technique to obtain consensus from an expert panel about which accommodations identified in the Descriptive Study were ELL-responsive. Members of the panel, which included experts knowledgeable about research, policy and practice in the areas of assessment, psychometrics, language testing, second language acquisition, and instruction of ELLs, relied on professional judgment to vet a list of ELL-responsive accommodations and then mapped these accommodations to English language proficiency (ELP) levels and to selected student background variables. The expert panel concluded with recommendations for states to consider when refining policy for the accommodation of ELLs. Recommendations from the Best Practices Study build on the emerging research base and, together with recommendations from the Descriptive Study, provide the basis for the development of the "Guide for Refining State Assessment Policies for Accommodating English Language Learners": (1) Screen accommodations for ELL-responsiveness; (2) Standardize and clearly describe accommodations; (3) Distinguish between test administration practices and accommodations; (4) Offer accommodations for ELLs at each English language proficiency level; and (5) Offer accommodations for ELLs with different levels of literacy in English and the native language. (Contains 1 figure and 9 tables.).
Book Synopsis State Assessment Policy and Practice for English Language Learners by : Charlene Rivera
Download or read book State Assessment Policy and Practice for English Language Learners written by Charlene Rivera and published by Routledge. This book was released on 2014-05-12 with total page 505 pages. Available in PDF, EPUB and Kindle. Book excerpt: State Assessment Policy and Practice for English Language Learners presents three significant studies, each examining a different aspect of states' strategies for including English language learners in state assessments. *an Analysis of State Assessment Policies Regarding Accommodations for English Language Learners; *a Survey and Description of Test Translation Practices; and *an Examination of State Practices for Reporting Participation and Performance of English Language Learners in State Assessments. With the rise in population of English language learners and the subsequent stepped-up legislative focus on this student population over the past decade, states have been challenged to include English language learners in state assessment programs. Until now, the little data available on states' policies and practices for meeting this challenge has been embedded in various reports and professional journals and scattered across the Internet. This volume offers, for the first time, a focused examination of states' assessment policies and practices regarding English language learners. The three studies were supported by OELA, the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students. State Assessment Policy and Practice for English Language Learners is of interest to researchers and professionals involved with the assessment of English language learners; state- and district-level policy makers; and academics, teacher educators, and graduate students in a number of fields, including educational and psychological assessment, testing and measurement, bilingual education, English as a second language, and second language acquisition.
Book Synopsis Guide for Refining State Assessment Policies for Accommodating English Language Learners by : Charlene Rivera
Download or read book Guide for Refining State Assessment Policies for Accommodating English Language Learners written by Charlene Rivera and published by . This book was released on 2008 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: In meeting the inclusion provisions for English language learners (ELLs) in state assessment systems, it is important to assure the meaningful representation of what students know and can do. States have relied on accommodations as one of the principle means to increase the validity of ELL test scores. Yet current knowledge about effective accommodations for ELLs is limited. Moreover, because accommodations were originally implemented to support students with disabilities, many states have not distinguished between accommodations for ELLs and students with disabilities. In contrast to students with disabilities who need accommodations that address their particular disability, ELLs need accommodations that provide "linguistic" support. This support is needed to help them demonstrate what they know and can do on assessments given in English. Additionally, it is important to recognize the heterogeneity of the ELL population. To increase the validity and reliability of assessment results for ELLs, policy makers will need to carefully consider how to accommodate ELLs at varying stages of English language proficiency (ELP), native language literacy, and with differing educational backgrounds. The aim of this Guide is to support states in refining assessment policies so they are more responsive to the linguistic needs of ELLs. It is designed to help state education agencies build policies that coherently address ELLs, and that clearly distinguish the accommodation of ELLs from the accommodation of students with disabilities. The paper also provides an overview of research on accommodations and highlights studies on specific accommodations for ELLs. This is followed by a discussion of the relevant findings from the Descriptive and Best Practices studies, which form the foundation for the organization and content of the Guide. A glossary of terms is included. (Contains 1 table.) [This publication was supported by the U.S. Department of Education's (ED) LEP Partnership.].
Book Synopsis Young English Language Learners by : Eugene E. Garcia
Download or read book Young English Language Learners written by Eugene E. Garcia and published by Teachers College Press. This book was released on 2019-07-05 with total page 357 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is well known that the number of non-English speakers is on the rise in the United States. What is less well known is that the largest proportion of this population is children under the age of 5. These young English language learners (ELLs) often demonstrate achievement gaps in basic math and reading skills when they start school. How best to educate this important and growing preschool population is a pressing concern for policymakers and practitioners. The chapters in this important book provide up-to-date syntheses of the research base for young ELLs on critical topics such as demographics, development of bilingualism, cognitive and neurological benefits of bilingualism, and family relationships, as well as classroom, assessment, and teacher-preparation practices. Contributors: Linda M. Espinosa, Margaret Freedson, Claudia Galindo, Fred Genesee, Donald J. Hernandez, José E. Náñez Sr., and Flora V. Rodríguez-Brown “This is a must-have for those who are working directly or indirectly with young English language learners.” —Olivia Saracho, University of Maryland, College Park, Maryland
Book Synopsis An Analysis of State Assessment Policies Addressing the Accommodation of English Language Learners by : Carlene Rivera
Download or read book An Analysis of State Assessment Policies Addressing the Accommodation of English Language Learners written by Carlene Rivera and published by . This book was released on 2004 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper reviews 15 research studies that: (1) examined effects of particular accommodations or groups of accommodations on performance: and (2) employed experimental and quasi-experimental research designs that allowed examination of the effect of the accommodation(s) on English Language Learners (ELLs) and non-ELLs. Studies looked at one or more of the following types of accommodations: (1) linguistic simplification; (2) customized English dictionaries and glossaries; (3) use of the native language; (4) reading items and/or directions aloud; and (5) providing extra time in combination with other accommodations. Although research on accommodations for ELLs is inconclusive, two kinds of accommodations appear to hold promise: native language versions of assessments and linguistic simplification of English versions. Combining specific direct linguistic support accommodations with specific indirect linguistic support accommodations also appears to support ELL performance on assessments. The paper reviews states' SY 2000-2001 policies related to testing accommodations for ELLs. Policies were often organized explicitly around the needs of two student groups: ELLs and students with disabilities (SDs). Overall, the most noticeable trend with regard to treatment of content areas is that accommodations providing direct linguistic support to ELLs were more likely to be prohibited for English language arts than for other content areas. A majority of states arranged accommodations within a taxonomy developed for students with disabilities (timing/scheduling, setting, presentation, and response). Recommendations for selecting appropriate accommodations for NAEP include the following: (1) Use an ELL-responsive framework as a tool for selecting appropriate accommodations for ELLs; (2) Use accommodations that are responsive to ELLs to provide direct or indirect linguistic support; (3) Use student background variables to inform selection of appropriate accommodations based on a consistent operational definition of English language learner, the student's level of English language proficiency, and the language of instruction; and (4) Use accommodations supported by research. In addition, the paper recommends that a panel of experts be charged with identifying at least two accommodations to be field tested for use on the National Assessment of Educational Progress (NAEP). Three appendixes include: (1) Overview of Accommodations Research; (2) Data from States' Assessment Policies for SY 2000-2001; and (3) NAEP Accommodations. (Contains 8 footnotes, 4 figures, and 19 tables.) [This paper was commissioned by the National Assessment Governing Board (NAGB) to serve as background information for conference attendees at the NAGB Conference on Increasing the Participation of SD and LEP Students in NAEP. The data presented in this paper are excerpted from a project conducted for the US Department of Education, Office of English Language Acquisition.].
Book Synopsis Descriptive Study of State Assessment Policies for Accommodating English Language Learners by : Lynn Shafer Willner
Download or read book Descriptive Study of State Assessment Policies for Accommodating English Language Learners written by Lynn Shafer Willner and published by . This book was released on 2008 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2006, the Government Accountability Office (GAO) conducted a study of the U.S. Department of Education's (ED)'s efforts to support states in meeting the No Child Left Behind Act (NCLB) (Ashby, 2006). The study found the requirement to include all students, including English language learners (ELLs) in standards and assessment systems, a continuing challenge for states. The GAO report concluded that states needed more knowledge about how to assess ELLs' academic achievement and recommended that ED provide direct assistance to states. In response, ED established the LEP Partnership. Through the partnership, state representatives working on issues of assessment and accountability are convened. These sessions provide a forum through which ED and the states can address questions and issues, receive expert guidance, and learn from one another regarding the assessment of Limited English Proficient (LEP) students, or ELLs as they are referred to throughout this paper. At the first LEP Partnership meeting in October 2006, state education agency (SEA) staff concurred that it would be beneficial to collaborate in the refinement of state assessment policies addressing the accommodation of ELLs in state content assessments. In response to this recommendation, ED charged The George Washington University Center for Equity and Excellence in Education (GW-CEEE) to develop a Guide for SEAs to use to improve state policies for accommodating ELLs. As a foundation for developing the Guide, this study of state assessment policies examined the number and types of accommodations specified for ELLs. It provides an in depth analysis of the extent to which state assessment policies address the accommodation of ELLs. This paper provides a review of literature that provides background on the ELL student population shift and ongoing gaps in student achievement which have widened and deepened the challenges faced by US educators. It offers an overview of the legislative mandates for the inclusion and accommodation of ELLs in state assessments and the supporting policy research examining state policies for including and accommodating ELLs. It concludes with an overview of the research base on specific accommodations, research on the assignment of accommodations for particular content assessments, and research on guidance for monitoring the accommodation of ELLs. (Contains 6 figures and 18 tables.) [Funding for this paper was provided by the U.S. Department of Education's (ED) LEP Partnership.].
Book Synopsis Voices from the Field by : Kristin K. Liu
Download or read book Voices from the Field written by Kristin K. Liu and published by . This book was released on 2013 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: English language learners (ELLs) with disabilities are an increasing presence in schools in the United States. Title I and Title III of the Elementary and Secondary Education Act require that these students meet the same academic grade-level standards and participate in content assessments as their fluent-English speaking peers without disabilities. Nevertheless, ELLs with disabilities are among the lowest achieving students. In addition to taking content assessments, they must also meet English proficiency standards and participate in English proficiency assessments. Still, many states do not have established assessment participation criteria and accommodation policies for ELLs with disabilities in their accountability systems in spite of this growing student population in schools across the states. The Improving the Validity of Assessment Results for ELLs with Disabilities (IVARED) project is a consortium of the five states of Arizona, Maine, Michigan, Minnesota, and Washington, led by Minnesota. In collaboration with the National Center on Educational Outcomes (NCEO), these states sought to understand ways to make state accountability assessments more valid and reliable for ELLs with disabilities. This report describes one of the project's activities undertaken to better understand the current assessment and accommodation decision-making process, test score use practices, and issues and challenges educators face in making appropriate decisions for ELLs with disabilities. Online focus groups of 232 school and district practitioners were conducted in each of the five states. Four major themes from the study's findings are highlighted in this report. These were common in the responses of participants from all five states: assessment validity, assessment participation decision making, accommodations decision making, and leadership: (1) Participants questioned the validity of standardized tests, particularly state academic content assessments. This was especially true because the educators believed that the cultural and linguistic complexity of the test items and test format were not designed for ELLs with disabilities; (2) Participants expressed confusion about federal assessment policies and their states' exemption practices for assessment participation requirements. The Individualized Education Program (IEP) was the primary process used for assessment participation decision making. Although, the IEP was typically idealized as collaborative and multi-disciplinary, this was not consistently realized in practice according to focus group participants; (3) Participants stated that the IEP process served primarily to make decisions about accommodations on content assessments, but less so for state English language proficiency assessments and accommodations; and (4) Participants described needs specific to ELLs with disabilities for support and guidance from school and state education leaders on assessment and accommodations. The needs were for additional qualified staff and training, clear and consistent written assessment policies, and appropriate uses of state accountability test scores. Based on the focus group findings, several recommendations for state departments of education are provided. "Focus Group Questions" are appended. [This report was produced by the Improving the Validity of Assessment Results for English Language Learners with Disabilities (IVARED) project of the National Center on Educational Outcomes. Alternate Title: "Voices from the Field: State Assessments for ELLs with Disabilities."].
Book Synopsis Keeping Score for All by : National Research Council
Download or read book Keeping Score for All written by National Research Council and published by National Academies Press. This book was released on 2004-09-02 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states' policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.
Book Synopsis PreK-12 English Language Proficiency Standards by : TESOL International Association
Download or read book PreK-12 English Language Proficiency Standards written by TESOL International Association and published by Tesol Press. This book was released on 2006 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: The revised PreK-12 English Language Proficiency Standards build on the World-Class Instructional Design and Assessments (WIDA) Consortium's English Language Proficiency Standards for English Language Learners in Kindergarten through Grade 12 (Wisconsin, 2004). The WIDA Consortium is a group of ten states, formed in 2002 with federal monies, that has developed comprehensive English language proficiency standards. This volume also uses grade-level clusters that reflect current educational configurations in the United States. Each of the five language proficiency standards is divided into the four language domains of listening, speaking, reading and writing. The five levels of language proficiency reflect characteristics of language performance at each developmental stage and include: starting (L1), emerging (L2), developing (L3), expanding (L4), and bridging (L5).
Book Synopsis The Education of English Language Learners by : Marilyn Shatz
Download or read book The Education of English Language Learners written by Marilyn Shatz and published by Guilford Press. This book was released on 2010-04-22 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and disorders. It demonstrates how educators and speech–language professionals can draw on students' linguistic, cognitive, sociocultural, and family resources to help close the achievement gap.
Book Synopsis Decision-Making Practices of Urban Districts for Including and Accommodating English Language Learners in NAEP by : Lynn Shafer Willner
Download or read book Decision-Making Practices of Urban Districts for Including and Accommodating English Language Learners in NAEP written by Lynn Shafer Willner and published by . This book was released on 2007 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents findings from a study conducted by The George Washington University Center for Equity and Excellence in Education (GW-CEEE) under the sponsorship of the National Center for Educational Statistics (NCES). The purpose of the study is to describe and analyze school-based decision-making practices relevant to the inclusion and accommodation of English language learners (ELLs) in the 2005 National Assessment of Educational Progress (NAEP), which was administered as part of the Trial Urban District Assessment (TUDA). This study investigated how school personnel in urban districts make decisions regarding the inclusion and accommodation of ELLs in NAEP. The study explored the following research questions for a sample of four of the 11 TUDA districts for the 2005 administration of Reading and Mathematics assessments in NAEP at Grades 4 and 8: (1) What factors influenced decisions of school personnel regarding whether to include or exclude ELLs in NAEP?; (2) What factors influenced decisions of school personnel regarding the use of accommodations for those ELLs who were included in NAEP?; and (3) What was the relationship, if any, between the decision to include and the decision to accommodate? For ELL inclusion decisions, decision makers at 26 of the 29 sample schools across the four districts said they relied on ELL-responsive criteria--e.g., "language-related," "academic-related," "time-related," and "opinion-related" criteria. Data further indicated that decision makers applying ELL-responsive criteria had selected from a wide range of criteria from within this category. For accommodations decisions, the application of SD criteria was equally as prevalent as the application of ELL-responsive criteria. A review of the accommodations decision-making practices for the 29 schools indicated that 13 schools relied on ELL-responsive criteria, while almost as many schools (12) relied on criteria intended for students with disabilities. In sum, findings from this study reflect the complex interaction of decision-making practices with the school culture, district and state policies, and the pressures of daily existence in schools. These findings support the conclusion that (1) reliance on state assessment policy or classroom practice for NAEP inclusion and accommodations criteria may result in inconsistent and/or inappropriate decisions; (2) that school decision makers need a greater understanding of the needs of ELLs in relation to high stakes testing, in particular regarding the distinction between the needs of ELLs and those of students with disabilities; and (3) that stronger guidance may be needed from NAEP in order to assure the use of appropriate criteria to support the decision-making process. Appended are: (1) Interview Protocol for NAEP School Decision Makers; (2) Analysis Codes; and (3) District Overviews and School Profiles for the Four TUDA Districts. (Contains 3 figure, 34 tables, and 10 footnotes.).
Book Synopsis Accommodation Strategies for English Language Learners on Large-scale Assessments by : Frances A. Butler
Download or read book Accommodation Strategies for English Language Learners on Large-scale Assessments written by Frances A. Butler and published by . This book was released on 1997 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309455405 Total Pages :529 pages Book Rating :4.3/5 (94 download)
Book Synopsis Promoting the Educational Success of Children and Youth Learning English by : National Academies of Sciences, Engineering, and Medicine
Download or read book Promoting the Educational Success of Children and Youth Learning English written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-08-25 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
Download or read book Book Fiesta! written by Pat Mora and published by Harper Collins. This book was released on 2009-03-10 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: Take a ride in a long submarine or fly away in a hot air balloon. Whatever you do, just be sure to bring your favorite book! Rafael López's colorful illustrations perfectly complement Pat Mora's lilting text in this delightful celebration of El día de los niños/El día de los libros; Children's Day/Book Day. Toon! Toon! Includes a letter from the author and suggestions for celebrating El día de los niños/El día de los libros; Children's Day/Book Day. Pasea por el mar en un largo submarino o viaja lejos en un globo aerostático. No importa lo que hagas, ¡no olvides traer tu libro preferido! Las coloridas ilustraciones de Rafael López complementan perfectamente el texto rítmico de Pat Mora en esta encantadora celebración de El día de los niños/El día de los libros. ¡Tun! ¡Tun! Incluye una carta de la autora y sugerencias para celebrar El día de los niños/El día de los libros. The author will donate a portion of the proceeds from this book to literacy initiatives related to Children's Day/Book Day. La autora donará una porción de las ganancias de este libro a programas para fomentar la alfabetización relacionados con El día de los niños/El día de los libros.
Book Synopsis Allocating Federal Funds for State Programs for English Language Learners by : National Research Council
Download or read book Allocating Federal Funds for State Programs for English Language Learners written by National Research Council and published by National Academies Press. This book was released on 2011-06-20 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.
Book Synopsis Examination of Peer Review and Title I Monitoring Feedback Regarding the Inclusion and Accommodation of English Language Learners in State Content Assessments by : Lynn Shafer Willner
Download or read book Examination of Peer Review and Title I Monitoring Feedback Regarding the Inclusion and Accommodation of English Language Learners in State Content Assessments written by Lynn Shafer Willner and published by . This book was released on 2010 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the extent to which English language learners (ELLs) are being offered meaningful opportunities to participate in state content assessments. Unfortunately the current collection and analysis of data about the inclusion of ELLs in accommodated and unaccommodated state assessments are, at best, variable and incomplete. As there is no requirement to do so, state education agencies (SEAs) do not usually track the extent to which ELLs are or are not assessed with accommodations. Two types of review, standards and assessment peer review and the Title I monitoring review, conducted by the Department of Education (ED), are intended to support SEAs in meeting the requirement to validly assess all students including ELLs and students with disabilities as required by the No Child Left Behind Act of 2001 (NCLB), the current reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. The purpose of peer review is to provide individualized feedback to each SEA on the adequacy of its standards and assessment system in reading/language arts, mathematics, and science. In contrast, the function of the Title I monitoring review is to examine the adequacy of implementation of Title I requirements by an SEA. In the area of assessment, peer reviews focus primarily on assessment design and valid use, while Title I monitoring reviews include a component that centers on the implementation of assessments. Thus, the amount and types of feedback differ for the two data sources, reflecting the differing purposes of the two types of review. The study was conducted to examine the extent to which standards and assessment peer review decision letters and Title I monitoring reports provide feedback to SEAs about their policies and practices for including and accommodating ELLs in state assessments. (Contains 4 tables.).
Book Synopsis Dual Language Education by : Kathryn J. Lindholm-Leary
Download or read book Dual Language Education written by Kathryn J. Lindholm-Leary and published by Multilingual Matters. This book was released on 2001-01-01 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
