62 research outputs found

    Para-Educators: A source for remedying the shortage of teachers for limited English proficient students

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    Despite recent attempts by State Departments of Education and local education agencies we have failed to increase the supply of bilingual teachers required to meet the instructional needs of the rapidly growing numbers of limited English proficient (LEP) students (Olsen & Chen, 1988). We propose that Bilingual para educators, teacher assistants currently working in classrooms with LEP students, are a promising source of bilingual teachers. We also discuss possible barriers to the process of preparing this potential work force to take its place among the ranks of the nation\u27s teachers. The importance of this information is rooted in the need of public education systems throughout the country to adequately serve a diverse student population

    Ensuring high-quality staff for English learners

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    Visibly Hidden: Language, Culture and Identity of Central Americans in Los Angeles

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    https://digitalcommons.lmu.edu/ceel_academicjournalarticles/1002/thumbnail.jp

    Measuring Teacher Effectiveness

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    https://digitalcommons.lmu.edu/ceel_journalarticles/1012/thumbnail.jp

    Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students

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    This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.https://digitalcommons.lmu.edu/ceel_journalarticles/1008/thumbnail.jp

    Sociocultural factors affecting school reform in culturally diverse settings

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    Educational responses to cultural diversity: A typology for teacher education

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    Reconceptualizing leadership in culturally diverse settings: A Learning community model

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    https://digitalcommons.lmu.edu/ceel_academicjournalarticles/1003/thumbnail.jp

    Mapping Writing Development in Young Bilingual Learners

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    A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.https://digitalcommons.lmu.edu/ceel_journalarticles/1001/thumbnail.jp

    The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners

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    Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.https://digitalcommons.lmu.edu/ceel_journalarticles/1000/thumbnail.jp
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