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ERIC Number: ED484920
Record Type: Non-Journal
Publication Date: 2004-Jan
Pages: 6
Abstractor: ERIC
Planning for English Language Learner Success: Alternative Responses in Teaching Learning to Reducing Achievement Gaps
Dieckmann, Jack
Intercultural Development Research Association
Mounting accountability pressures from state and federal legislation are prompting schools to closely examine the performance of English language learners both in language acquisition and in core content areas. State education agencies closely monitor yearly student progress to ensure that English language learners are progressing and that there is significant acceleration in closing persistent achievement gaps. While this monitoring is good practice, typical responses by school districts to the achievement gaps are inadequate, inappropriate and ineffective, especially for secondary students. Common responses by school district central offices include a few days of generic English as a second language (ESL) strategy teacher training, sporadic team lesson planning, and counterproductive meetings to identify performance gaps through analysis of student outcome data. In this article, each of these three responses ESL teacher training, teacher co planning and data analysis will be critiqued for weaknesses in approach and implementation, followed by recommendations to strengthen teacher learning leading to the instructional improvement required to achieve excellence and equity. [This document originally appeared in the "IDRA Newsletter", however some accompanying charts and graphs may not be provided here.]
Intercultural Development Research Association, 5835 Callaghan Road, Suite 350, San Antonio, Texas 78228-1190. Tele:210-444-1710; Fax: 210-444-1714
Publication Type: Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Intercultural Development Research Association, San Antonio, TX.
Grant or Contract Numbers: N/A