A Case Study: Meeting the Needs of English Learners With Limited or Interrupted Formal Education.
Increasing numbers of English-language learners with limited or interrupted formal education are entering schools across the United States. This new trend is affecting school districts with new challenges as high school teachers of English speakers of other languages are not prepared to address the beginning literacy needs of students with limited or interrupted formal education. In addition, students with limited or interrupted formal education are encountering challenges in high school as they are simultaneously learning a new language and academic content in a new culture in addition to learning how to read and write for the first time in their lives. Moreover, additional challenges that arise with this group of students involve addressing their socioemotional and acculturation needs.
This qualitative study examined how high school teachers of English speakers of other languages in a small urban mid-Atlantic school district integrated social and academic English-development skills for students with limited or interrupted formal education. To accomplish this, the researcher collected data by conducting eight individual teacher interviews and six classroom observations. The researcher also gathered student background information, which included assessment scores that aided during the analysis of classroom observations.
SOURCE: Michelle Ivette Marrero. “A Case Study: Meeting the Needs of English Learners With Limited or Interrupted Formal Education.” Nova Southeastern University, 2018.
Produced by the librarians at the Brotherhood of St Laurence in Melbourne, Australia