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ERIC Number: EJ903570
Record Type: Journal
Publication Date: 2010
Pages: 21
Abstractor: ERIC
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0077-5762
Creating Powerful High Schools for Immigrant and English Language Learning Populations: Using Past and Present Ideas in Today's Schooling Paradigm
Reyes, Reynaldo, III; Her, Leena
Yearbook of the National Society for the Study of Education, v109 n2 p527-547 2010
The high-stakes testing climate and the growing immigrant and English language-learning population have changed the face of teaching and learning in today's high schools. In this chapter, the authors emphasize the impact of a new paradigm of schooling based on high-stakes testing on Asian and Latin American students, as they represent the largest combined immigrant and ELL student populations. They discuss the research on high schools that have worked with significant numbers of immigrant and ELL students, and what can be learned from the ideas and programs that such schools have implemented. The authors argue that high schools in today's schooling paradigm can learn a great deal from past and present research on the actions of effective high schools for immigrant and ELL students. They believe it is a matter of applying the principles and desire to create success in a high school with a significant immigrant and ELL student population, despite the limitations on pedagogy imposed by the high-stakes testing culture. The authors begin with a discussion of how the current schooling paradigm--an intricate web of high-stakes tests, sanctions, and curricular mandates--constrains educators and impacts the educational lives of ELL and immigrant students. They continue with a look at what high schools have done in the past and present in terms of programs, curricula, and pedagogy to meet the needs of ELLs and immigrants in the realms of teaching English and content, engaging students, and caring. They conclude with recommendations on how to create effective and powerful high schools for immigrant and ELL students in today's schooling paradigm.
Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://nsse-chicago.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A