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Showing 136 to 150 of 2,030 results Save | Export
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Miranda, Chandler Patton; Cherng, Hua-Yu Sebastian – Theory Into Practice, 2018
Immigrant students, one of the fastest-growing populations in US public schools, have been linguistically and culturally disadvantaged by accountability policies that rely only on standardized tests. Recent changes to these policies allow for the use of performance-based assessment tasks (PBATs) as an assessment indicator to supplement…
Descriptors: Accountability, Educational Change, Immigrants, Migrant Children
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Jaƒfe-Walter, Reva – Theory Into Practice, 2018
Although school based discourses often frame immigrant students as in need of intervention, leaders can challenge this exclusionary logic, encouraging educators to help students develop linguistic and academic skills while affirming students' rich transnational experiences. This article provides ethnographic images from schools that are…
Descriptors: Immigration, Migrant Children, Ethnography, Leadership Responsibility
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Walsh, Daniel – Theory Into Practice, 2018
In this article, I present the ways in which youth participatory action research (YPAR) provides opportunities for academically rigorous and culturally sustaining pedagogy for immigrant high school students learning English. In a course sponsored by the City University of New York's College Now program, I introduced students to the principles of…
Descriptors: Action Research, Participatory Research, Culturally Relevant Education, Immigrants
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Lowenhaupt, Rebecca; Montgomery, Nicholl – Theory Into Practice, 2018
In this article, we consider the ways in which family engagement practices foster sites of possibility for immigrant families in the public schools. As demographic change leads to a growing number of new immigrant destinations and amidst increasing hostility toward immigrant communities, educational institutions play an increasingly important role…
Descriptors: School Districts, Partnerships in Education, Immigrants, Family School Relationship
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Mendenhall, Mary; Bartlett, Lesley – Theory Into Practice, 2018
This article examines students' experiences as resettled refugee and asylee students in international schools in New York City. Specifically, it looks at how teachers and school leaders provide critical academic and extracurricular support to facilitate students' adjustment to academic environments that differ markedly from those compared in their…
Descriptors: Extracurricular Activities, Refugees, Qualitative Research, Student Adjustment
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Aldana, Ursula S.; Martinez, Danny C. – Theory Into Practice, 2018
Drawing on 3 years of observational, survey, and interview data, this article highlights the importance of communities of practice (Lave & Wenger, 1991) for school staff members supporting Spanish-speaking, newcomer students in large, comprehensive high schools that often lack the resources to directly support this population. We highlight how…
Descriptors: Communities of Practice, Spanish Speaking, Faculty Development, Interviews
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Bajaj, Monisha; Suresh, Sailaja – Theory Into Practice, 2018
This article examines the approaches of a public high school for newcomer youth, Oakland International High School in California, that provides holistic wrap-around services to students. By not isolating students from the larger context of their families and communities, the school's approaches allow for greater reciprocity between school and…
Descriptors: High Schools, Public Schools, Immigrants, Holistic Approach
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Coyle, Do – Theory Into Practice, 2018
This article considers an alternative way of conceptualizing integrated learning through an ecological lens. Against rapidly changing global landscapes, the complexities of contextual variables have led to different interpretations of CLIL, which raise constant questions about the nature of its pedagogic and linguistic demands and the quality of…
Descriptors: Bilingual Education, Language of Instruction, Self Efficacy, Teaching Methods
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O'Dowd, Robert – Theory Into Practice, 2018
In content and language integrated learning (CLIL) contexts, online communication technologies have great potential for supporting the development of students' foreign language skills and intercultural competence, and for increasing understanding of subject matter. One effective way of engaging CLIL students in motivating and innovative online…
Descriptors: Teaching Methods, Language of Instruction, Course Content, Second Language Instruction
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Siqueira, Domingos Sávio Pimentel; Landau, Julia; Paraná, Raul Albuquerque – Theory Into Practice, 2018
After an exponential uptake in Europe over the past 2 decades, content and language integrated learning (CLIL) is being increasingly adopted in South American countries, where it has been "embraced quickly and enthusiastically by stakeholders" (Lasagabaster & Doiz, 2016, p. 1). Although valuable lessons can be learned from the…
Descriptors: Course Content, Interdisciplinary Approach, Second Language Learning, Second Language Instruction
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Ball, Phil – Theory Into Practice, 2018
One of the greatest hurdles facing CLIL implementation involves materials provision and design. In this approach to multilingual education, materials can be incorporated from authentic sources, but in practice they tend to be adaptations of existing materials, or originals designed to fit the needs of CLIL learners across the diversity of CLIL…
Descriptors: Material Development, Second Language Learning, Second Language Instruction, Course Content
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Díaz Pérez, Wendy; Fields, Donna Lee; Marsh, David – Theory Into Practice, 2018
The continued emergence of content and language integrated learning (CLIL) is linked to how it creates, adopts, and leads to the design of innovative didactic processes. In systems, theory emergence occurs when features of smaller entities are brought together through interaction to form a larger ecosystem, one that acquires qualities not readily…
Descriptors: Second Language Learning, Second Language Instruction, Innovation, Barriers
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Madrid, Daniel; Pérez Cañado, María Luisa – Theory Into Practice, 2018
With content and language integrated learning (CLIL) programs being increasingly introduced in mainstream education, the onus is now on catering to diversity and on ensuring CLIL enhances content and language learning in over- and underachievers alike. This is no mean feat, particularly considering that strong claims have been made for the lack of…
Descriptors: Second Language Learning, Teaching Methods, Language of Instruction, Course Content
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Lancaster, Nina Karen – Theory Into Practice, 2018
Content and Language Integrated Learning (CLIL) has had such an exponential and rapid uptake across Europe that the adequacy of its grassroots implementation in certain contexts has sometimes been called into question. Concerns for a rough-and-ready realisation of CLIL due to insufficient teacher training, theoretical grounding, and practical…
Descriptors: Program Evaluation, Course Content, Second Language Learning, Second Language Instruction
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Pavón Vázquez, Víctor – Theory Into Practice, 2018
Bilingual education programs are considered to be powerful tools used to foster the development of foreign languages, especially when focusing on language development. In Europe, the adoption of the approach known as content and language integrated learning (CLIL) has spread rapidly as one of the models that best fit the necessities of both…
Descriptors: Second Language Learning, Second Language Instruction, Course Content, Teaching Methods
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