ERIC Number: ED396582
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Learning English: How School Reform Fosters Language Acquisition and Development for Limited English Proficient Elementary School Students. Educational Practice Report 16.
A study examined four exemplary elementary schools that have successfully implemented language development programs for limited-English-proficient (LEP) students as part of a school-wide restructuring effort. The schools are: Del Norte Heights Elementary (El Paso, Texas); Hollibrook Elementary (Houston, Texas); Linda Vista Elementary (San Diego, California); and Inter-American School (Chicago, Illinois). All have non-traditional school organizations, a well-developed language acquisition program for LEP students, and a high-quality language arts curricula. The analysis presented here synthesizes data from telephone and on-site interviews with teachers, principals, and district staff, focus groups with students and parents, and classroom observation. Shared elements of the programs include: school reorganization to support improved teaching and learning for all students, including LEP students; adaptation in response to LEP student needs; access to challenging content for LEP students; engagement of LEP students with English-speaking peers; innovative curricular strategies, including whole language, literature-based curriculum, and thematic, integrated curriculum; and innovative instructional strategies, including cooperative learning, active learning, and experiential. Contains 11 references. (MSE)
Descriptors: Case Studies, Change Strategies, Curriculum Design, Educational Change, Educational Strategies, Elementary Education, Elementary School Students, English (Second Language), Language Arts, Limited English Speaking, Organizational Development, Program Descriptions, School Restructuring, Second Language Learning, Student Needs
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.