ERIC Number: ED437664
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Teaming To Teach English to International High School Students: A Case Study.
Bonissone, Paola R.
A case study focused on teachers' professional networks and how these influence the students' acquisition of literacy skills, particularly writing, at the International High School in New York City, which serves approximately 450 international students with minimal language skills. Observations were taken from three teachers as well as from students, and all took place during the 1996-1997 school year. The school's community, philosophies, and professional organization, and the conceptual design and curriculum components of the school's English language arts program, were examined. Findings suggest that: (1) the international environment places a premium on writing; (2) literacy fuels everything and is at the heart of how activities are constructed and enacted; (3) students are asked to demonstrate content knowledge by applying their ideas through writing assignments; (4) seeking and making connections among the disciplines is highly valued; and (5) collaborative work is essential for both teachers and students. (Contains 5 figures and a table of data.) (EF)
Descriptors: Achievement Gains, Case Studies, Curriculum Design, English (Second Language), High School Students, High Schools, Instructional Effectiveness, International Schools, Interprofessional Relationship, Limited English Speaking, Literacy, Reading Skills, Second Language Instruction, Writing Instruction, Writing Skills
National Research Center on English Learning and Achievement, University at Albany, State University of New York, 1400 Washington Avenue, Albany, NY 12222. Tel: 518-442-5026; Web site: http://cela.albany.edu.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.