ERIC Number: ED396581
Record Type: RIE
Publication Date: 1996
Attributes of Effective Programs and Classrooms Serving English Language Learners.
August, Diane; Pease-Alvarez, Lucinda
The analysis presented here attempts to specify the various conditions, including school-wide and classroom practices, that maximize English language learners' opportunities to meet challenging outcome expectations, and synthesize them into a model for change at the levels of school and classroom. The attributes of effective programs identified here are based on theory, research, and experience, including a review of literature, case studies of exemplary teachers, and the knowledge of expert practitioners. Introductory sections give an overview of methodological and implementation issues and of a number of issues concerning language minority children: need for school change, second language learner characteristics, the place of native language use, equity, and systemic reform. The school change model is then outlined, specifying desired features of: (1) school-wide culture, policy, and practice (organization, home/school/community partnerships, curriculum design, student assessment, staff knowledge base and development, and program evaluation), and (2) classroom practice (creation of learning environment, instructional design and delivery, framework for instruction, opportunities for extended dialogue). These features are then discussed further, drawing on examples from current practice in exemplary schools. Contains a substantial bibliography. (MSE)
Descriptors: Change Strategies, Classroom Techniques, Educational Change, Educational Improvement, Elementary Secondary Education, English (Second Language), Instructional Effectiveness, Language Role, Models, Program Design, Program Effectiveness, Second Language Instruction
Dissemination Coordinator, NCRCDSLL, 1118 22nd Street N.W., Washington, DC 20037.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Cultural Diversity and Second Language Learning, Santa Cruz, CA.