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ERIC Number: EJ1084220
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1539-9664
Learning English: Accountability, Common Core and the College-for-All Movement Are Transforming Instruction
Jacobs, Joanne
Education Next, v16 n1 p38-45 Win 2016
Ninety-five percent of students at Redwood City's Hoover School, in San Mateo County, California, come from low-income and working-class Latino families, and nearly all start school as English language learners (ELLs). The elementary and middle school piloted the Sobrato Early Academic Language (SEAL) program in 2009 in hopes of raising reading and math scores and moving more students to the college track. Programs like SEAL offer a fresh approach to educating English language learners. The focus in schools is shifting from the language of instruction to the quality of instruction. As a result, long-standing debates about whether English learners should be taught only in English or also in their native tongue feel increasingly obsolete. This article discusses the rise of bilingual education across the United States and what the education system is doing to keep up with this trend.
Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education; Elementary Education; Middle Schools; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001