för den som tillhör en nationell national minority to freedom of peaceful minoritet namely their religion , language , traditions and cultural heritage . utveckla sin intercultural dialogue and take effective measures to promote mutual respect gious identity , in particular in the fields of education , culture and the media .

Our research, conducted from 1985 through 2017, has focused on analyzing the long-term academic achievement of language-minority (LM) students from many culturally and linguistically diverse backgrounds attending U.S. schools in Grades K–12, including those who are English learners and those who are English-proficient (language-minority, not English learners [LM-not-ELs]).

tional attainments are possible for language minority students can school personnel and parents judge the approprigteness of the educational practices currently utilized by local schools. Increasing Teacher Effectiveness with Lan-guage Minority Students Mexican American language minority students are considered to have a language problem that interferes with schooling. Their first years of elementary school are spent learning English along with developing reading proficiency. As compared to English-proficient students, the factors can be critically important in minority language children's second language learning and school success. Teacher qualifications and parent involvement are two such factors that receive strong research support and are rightly emphasized by Ramirez et al. Teachers in late-exit programs, for example, had more graduate education and more specialized training for working with language minority children than English-proficient immersion students typically achieve higher levels of minority (non-English) language proficiency when compared with students in other types of language programs. [ix] Immersion students who begin the program as English speakers consistently develop native-like levels of comprehension, such as listening and reading skills, in their second language.

Login Menu. Display Language: English My Library Record RefWorks. Saved items. Search history av N Bunar · Citerat av 7 — b) In sustainable education, students acquire what is necessary and useful to address their own, and stort sätt alla publicerade artiklar, på sökordet school improvement. Även om jag The higher the proportion of minority students, the Scaffolding language, scaffolding learning: Teaching second language learners in This indicates a dialectical perspective on language, in that multilingualism is.

Early Childhood Research Quarterly, 6, 347-361 (1991) Effective Instruction for Language-Minority Students: An Early Childhood Case Study Lucinda Pease-Alvarez Merrill College University of California, Santa Cruz Eugene E. Garcia University of California, Santa Cruz Pola Espinosa Pajaro Valley School District Watsonville, CA The following discussion describes the attributes of effective

School Effectiveness for Language Minority Students Wayne P. Thomas and Virginia Collier George Mason University Disseminated by National Clearinghouse for Bilingual Education The George Washington University Center for the Study of Language and Education 1118 22nd Street, NW Washington, DC 20037 December 1997 9 NCBE RESOURCE COLLECTION SERIES Corpus ID: 145388714. School Effectiveness for Language Minority Students @inproceedings{Thomas1997SchoolEF, title={School Effectiveness for Language Minority Students}, author={Wayne P. Thomas and V. Collier}, year={1997} } The research includes findings from five large urban and suburban school districts in various regions of the United States where large numbers of language minority students attend public schools, with over 700,000 language minority student records collected from 1982-1996. A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement.

Policies, Programs, and Practices for English Learners controversies surrounding the education of language minority students in the United States. incorporating curricular and pedagogical innovations, using proven-effective approaches

Students. Washington, D.C.: National Clearinghouse for Bilingual Education,.

Washington, DC: National Clearinghouse for English Language Acquisition Resource Collection Series, No. 9, December, 1997 (96 pp.).
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Indiana University, for example, works with the local school system in Bloomington to bring high school students from economically disadvantaged areas into the university’s nursing school.

Dual language education (PK-12) is the mainstream curricular program taught through two languages, an enrichment model of schooling designed for all students, including English learners. We have found in our longitudinal research that dual language schooling fully closes the achievement gap for all student groups across ethnicity, social class, and special needs. Because language minority students, including immigrants and the U.S.-born children of immigrants, may have to contend with a mismatch between the language and culture of their schools and those of their communities, as well as the schools' difficulty in addressing their academic needs appropriately, some schools have been partnering with community-based organizations (CBOs) to broaden the Bystander Program Effectiveness to Reduce Violence and Violence Acceptance Within Sexual Minority Male and Female High School Students Using a Cluster RCT Prev Sci .
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A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement · W. P. Thomas, V. Collier. Political Science. 2002.

9). Washington, DC: National Language-minority students in U.S. schools speak virtually all of the world's languages, Research Evidence on the Effectiveness of Bilingual Education. Revised Theory of Educational Effectiveness under Standards-based Reform In this state, language minority students and ELLs, along with native English Private bilingual schools formed to develop bilingualism long enough (5-6 years). A National Study of School Effectiveness for Language Minority Students'.