Among the more positive impacts they see: At the same time, these teachers juxtapose these benefits against some emerging concerns. These teachers report that students rely mainly on search engines to conduct research, in lieu of other resources such as online databases, the news sites of respected news organizations, printed books, or reference librarians. They also spend time constructing assignments that point students toward the best online resources and encourage the use of sources other than search engines.
Discussion questions Review student demographic information for your school or school district. Does your ELL population reflect the trends described by Dr. Specifically, what percentage of students is ELL this school year as compared to five years ago? What is the primary language spoken by ELLs at home?
The term "English language learner" is a broad term. Describe the diverse population that falls into this category. Short described four challenges facing middle and high school teachers in terms of educating ELL students.
Describe the ways your school is addressing those challenges. In addition, describe other challenges that you face as a faculty in educating your ELL students.
Then, brainstorm some solutions to those challenges. Consider the objectives for one content area you teach, and consider the key language features for that content. In what ways are you already incorporating some aspects of the SIOP model?
Share those strategies with your colleagues. What did you learn from watching the 6th grade social studies lesson that you could incorporate into your classroom? Describe the similarities and differences between the SIOP plan for teaching reading processes and what you know about effective strategy instruction for middle and high school students.
Hello, I'm Delia Pompa. Today, we'll be talking about English-Language Learners in middle and high school. Deborah Short is here to help. She's the senior research associate for language in education and academic development at the Center for Applied Linguistics, here in Washington, D.
Thanks for joining us, Deborah. Tell us a little bit about English-Language Learners in the U. I'm pleased to be here to talk about this group of students, because it's very important that we pay attention to their language and content learning.
We know, from some of the demographic data that The Department of Ed has been collecting, that the growth of ELL enrollment has been exponential over the past decade. Especially when compared to the total enrollment at the k level.
We know that most of the English Language Learners are identified as being in elementary school. But there's still a significant number that are at the middle and high school levels. And so we had asked recently the Migration Policy Institute, to try to find that number for us.
They looked at the census data, which we know is a little bit of an under-report. But they found that there were about a million and a half English Language Learners inthat were identified as students in grades But I would not be surprised if that number weren't double, by now, in our schools.
Especially students who are still struggling with academic English. But one other thing that's very significant we should know about is that most of our adolescent English Language Learners are actually second and third generation immigrants. It means that we have families, perhaps, that are still struggling with literacy.
And so the children are struggling with this as well. And so our schools have got to do a better job to help all of our students at middle and high school levels. Well, we know that English Language Learner, the term, itself, is a term that refers to a very diverse population.
What are some of the distinguishing characteristics of these kids? Thanks for asking that, Delia.
Because some people think ESL students are one type of group, or one type of student. And there is such diversity among these children. It's really important to understand the factors that come into making them an English Language Learner. Certainly, their first language would be one area where we see a lot of difference.
There are — I don't know what the number is, over a different first languages among the students in our schools. We also have to think about their educational background.The purpose of a field report in the social sciences is to describe the observation of people, places, and/or events and to analyze that observation data in order to identify and categorize common themes in relation to the research problem underpinning the study.
Compare typical online activities with the minimum download speed (Megabits per second, or Mbps) needed for adequate performance for each application.
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American Institutes for Research (AIR) experts Matthew Welch, PhD, Aseel Abulhab, and Susan Bowles Therriault, EdD wrote this review of research on college and career readiness indicators for partners at the Boston Opportunity Agenda. The indicators are based on students’ experiences during their years in high school.
Markman is a much better writer than teacher. I'm taking an Advanced Composition class for high school and we're using this book as a guide.
Markman gets off to a great start, in fact, the first few pages are simply inspirational. The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue.
Parents experienced a mini-version of a 'day in the school life' of their teens at WHRHS Back To School Night; student co-curricular groups and teams were also represented at the event.