ERIC Number: EJ1103755
Record Type: Journal
Publication Date: 2015-Jan
Abstractor: As Provided
Reference Count: 23
Determining Classroom Placement for First Year English Language Learner Students
Peña, Rodrigo H.; Maxwell, Gerri M.
Journal of Case Studies in Education, v7 Jan 2015
This study explores classroom placement for first year English Language Learner (ELL) students from the perspective of a dual language director and two bilingual education strategists. The study strives to interrogate classroom placement for first year ELL students whose language proficiency level is at beginning level. Through a process of coding data from interviews with the two bilingual strategists and the dual language coordinator, several significant themes emerged. These included the need for educators to: have the knowledge of full English immersion strategies, keep a balanced approach in the classroom, be aware of student frustration, understand code switching, and take advantage of professional development. The findings from this study will help school districts and administrators consider classroom placement options for first year ELL students whose language proficiency level is at beginning level.
Descriptors: Student Placement, English Language Learners, Language Proficiency, Immersion Programs, Teaching Methods, Student Needs, Code Switching (Language), Faculty Development, Bilingual Education, Semi Structured Interviews, Coding, Teachers, Immigrants, Educational Legislation, Federal Legislation, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001