In Massachusetts, English-language learners who attend charter schools are much more likely to have been in the United States for a longer period of time on average than ELLs in the regular public schools, according to an issue brief written by the Somerville, Mass.-based Multicultural Education, Training, and Advocacy Inc., an advocacy group for ELLs. The group found that 31 percent of ELLs who took the state's English-language-proficiency test had been in school in the United States for one or two years. But at charter schools, only 13 percent of ELLs had been in U.S. schools for that ...
Some immigrants really go to heroic efforts to make time to attend English classes, as a video about the day in the life of the Evans Community Adult School in Los Angeles demonstrates.
Kate Menken, an assistant professor of linguistics at City University of New York, will be a guest today for a chat at EdWeek about educating English-language learners. The chat will begin at 2 p.m., Eastern time, and will last for one hour.
The San Francisco school district opened a school at the end of last month that replicates ones for immigrant students that have a strong track record in New York City.
The Horne v. Flores case concerning ELLs in Arizona ruled on by the U.S. Supreme Court in June will head back to federal court this month, according to stories by the Associated Press and Arizona Republic.
U.S. schools aren't doing enough to educate the children of immigrants so that they can compete with upcoming generations of youths in places such as Hong Kong, Korea, and Finland, argue Marcelo M. Suarez-Orozco and Carola Suarez-Orozco in a Sept. 5 column in the Huffington Post.
An editorial in the Boston Globe and a response from someone who has been active for years in the national debate over how to best teach English to children from immigrant families suggest that Boston educators have ignored their responsibility to make sure ELLs get special help to learn the language.
Kate Menken, an assistant professor of linguistics at the City University of New York, will be guest of an EdWeek chat on educating long-term English-language learners on Thursday, Sept. 10, 2 p.m. to 3 p.m., Eastern time.
Educators often diminish the importance of focusing on students' skills in speaking and listening in English as well as reading and writing, says a thoughtful post over at a new blog created by Ballard & Tighe, which publishes an English-proficiency test. The post is written by three consultants who specialize in education for ELLs at the Teacher Writing Center. The writers say that "practical experience and formal research underscore the significance of oral language as a critical part of an English-learner's achievement of full language proficiency." Speaking English is a precursor to reading and writing, they argue. They go on to ...
Three scholars of language-minority students, or those who come from homes where a language other than English is spoken, have edited a book that attempts to convey the latest research and policy analysis concerning these students.