NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ903741
Record Type: Journal
Publication Date: 2011
Pages: 7
Abstractor: As Provided
Reference Count: 66
ISSN: ISSN-1045-988X
Reaching ELLs at Risk: Instruction for Students with Limited or Interrupted Formal Education
DeCapua, Andrea; Marshall, Helaine W.
Preventing School Failure, v55 n1 p35-41 2011
The United States is receiving unprecedented numbers of immigrants, with a parallel increase in the number of English-language learners (ELLs) entering our schools. Many of these ELLs are students with limited or interrupted formal education who face great challenges, especially at the secondary level where they have little time to master academic content, develop literacy skills, and build English proficiency. Fundamental to school success for these students is their need to adjust to culturally different ways of learning. In this article, the authors examine salient academic and cultural issues and describe a new instructional model to help teachers adapt their instruction to facilitate the active engagement of this student population, as well as transition them to the learning environment of the U.S. educational system. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A