Study Document
ESL and Bilingual Teachers in Essay
, 1997). Relevant to ESL students and teaming between ESL teachers and mainstream teachers, the St. Paul, Minnesota. school district has replaced assigning ESL students to a full-day ESL track or having an ESL teacher regularly pull them out of class. Instead, mainstream and ESL teachers co-teach in the same classroom. With this approach, the school district has nearly closed the achievement gap between English-language learners and native speakers, based on state test results (Zehr, 2006).
George and Alexander (2003) add to the St. Paul, Minnesota approach by exploring school structure and the way teams are organized. These researchers mention that there's no single acceptable model for organizing teams; they can include small partner (two-teacher) teams, three-teacher teams, four-teacher teams, or grade-wide teams. Schools will have to select a model that best fits with its environment. George and Alexander have also identified characteristics of highly effective teams: student-centered focus; strong commitment to academic achievement; collaborative policies and accountability systems; trong sense of team community; regular communication with parents; proactive approach; and eachers who work professionally and collaboratively.
To effectively teach ESL students, bilingual teachers must be willing to involve parents and to team with mainstream teachers. The benefits are well documented, but bilingual teachers must correctly apply the concepts to achieve the vision
Bibliography
Dickinson, T.S., & Erb, T.O. (1997). We gain more than we give: Teaming in middle schools. Columbus, OH: National Middle School Association.
Epstein, J.L. (1985). Effects of teacher practices of parent involvement on change in student achievement in reading and math. Baltimore, MD: Johns Hopkins University, Center for Social Organization of Schools.
Felner, R.D., Jackson, a.W., Kasak, D., Mulhall, P., Brand, S., & Flowers, N. (1997). The impact of school reform for the middle years: Longitudinal study of a network engaged in Turning Points-based comprehensive school transformation. Phi Delta Kappan, 78(7), 528-532, 541-550.
George, P.S. And Alexander, W.M. (2003). The exemplary middle school (3rd ed.). Belmont, CA: Thomson/Wadsworth Learning
Simich-Dudgeon, C. (1993). Increasing student achievement through teacher knowledge of about parent involvement. In N.F. Chavkin (Ed), Families and schools in a pluralistic society (pp. 189-203). Albany, NY: State University of New York Press.
Zehn, M.A. (2006, December 6). Team-teaching helps close language gap. Education Week. Retrieved from Web site: http://www.barrow.k12.ga.us/esol/Team-Teaching_Helps_Close_Language_Gap.pdf
Sample Source(s) Used
Bibliography
Dickinson, T.S., & Erb, T.O. (1997). We gain more than we give: Teaming in middle schools. Columbus, OH: National Middle School Association.
Epstein, J.L. (1985). Effects of teacher practices of parent involvement on change in student achievement in reading and math. Baltimore, MD: Johns Hopkins University, Center for Social Organization of Schools.
Felner, R.D., Jackson, a.W., Kasak, D., Mulhall, P., Brand, S., & Flowers, N. (1997). The impact of school reform for the middle years: Longitudinal study of a network engaged in Turning Points-based comprehensive school transformation. Phi Delta Kappan, 78(7), 528-532, 541-550.
George, P.S. And Alexander, W.M. (2003). The exemplary middle school (3rd ed.). Belmont, CA: Thomson/Wadsworth Learning
Related Documents
Study Document
Bilingual and Bicultural Current Policies
In Chapter 4 of the work the authors suggest that teachers act as catalysts, engaging students and enabling them to achieve the best use for their multiple language skills. Ovando also describes how students actively create their own cultural identity (92). They are not simply passive learners. They do this by comparing information they are receiving in the classroom with their own experiences and forming their opinions and self-image
Study Document
Bilingual Programs the Terminology "Bilingual
According to Malfaro, just a single year of English is not essentially sufficient to effectively make the initiative to reading and writing. (Tozzi, 1998) Supporters give an instance of a study undertaken in the year 1991 approved by the National Academy of Sciences mentioning that the children who have are able to speak a foreign language are able to comprehend English more quickly and perform better educational development on the
Study Document
ESL Student Education Over the
(Echevarria, Short & Powers, 2006) References Arriaza, G. (1997). Grace under Pressure: Immigrant Families and the Nation-State. Social Justice, 24(2), 6+. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33, 3-15. California Department of Education, Educational Demographics Unit. (2004). Statewide Stanford 9 test results for reading: Number of students tested and percent scoring at or above the 50th percentile ranking (NPR). Retrieved January 5, 2007, at http://www.cde.ca.gov/dataquest/ Echevarria, J.,
Study Document
Bilingual Education the Sociology of
Flexible grouping practices were important to the success of the program: students had access to Spanish-only, English-only, or bilingual instruction throughout the school day depending on their individual linguistic and academic needs" (de Jong, 2006:3). This ensured grade-level content learning in most academic subjects, but still allowed for ESL instruction, and social studies content that reinforced their home cultures. Also, bilingual teachers were paired with grade-level standard curriculum teachers to
Study Document
ESL and Poor Achievement English
We know this situation is particularly critical for special education, ESL, and bilingual teachers. Although these teachers require an even deeper understanding of reading, language, curricula, and instructional practices than do mainstream teachers, in fact they have even fewer opportunities in their preparation programs to acquire this expertise." (RAND, nd) The report states that as well that grade retention does not result achievement in reading on a long-term basis
Study Document
Bilingual Research Journal Brj According
But in any case, a shortage of qualified bilingual teachers usually makes it impossible. For example, public schools in California enrolled recently arrived immigrants from 136 different countries in 1994, but bilingual teachers were certified in only 17 languages - 96% of them in Spanish. To the extent that LEP [ESL] children received help in other tongues, they received it almost entirely from teacher aides" (Crawford, 1997, "Babel' in