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Classroom to casa: supporting student who are emerging bilinguals.

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Title: Classroom to casa: supporting student who are emerging bilinguals.
Authors: Chaparro, Erin A.1 (AUTHOR), Green, Ambra L.2 (AUTHOR), Thompson, Sylvia L.1 (AUTHOR), Batz, Ruby1 (AUTHOR)
Source: Preventing School Failure. 2021, Vol. 65 Issue 4, p323-331. 9p. 1 Chart.
Subject Terms: *Language ability, *Achievement gap, *Classrooms, *Disabilities, *Students, Government report writing
Abstract: A substantial achievement gap, with culturally and linguistically diverse (CLD) students falling behind native-English-speaking White peers, has been widely documented in research as well as government reports. However, a corresponding discipline gap has not been evident due to the various labels and methods used for identifying specifically English learners (ELs) or Emergent bilingual (EB) students, variation in their proficiency levels of English, and the difficulty in determining who may or may not have a disability. Considerable work remains on how to raise the overall academic and behavior outcomes of EB students. This paper outlines best practices in a multi-tiered system of support and promotes an asset-based approach, which provides the foundation for educators to create equitable education opportunities. [ABSTRACT FROM AUTHOR]
Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Classroom to casa: supporting student who are emerging bilinguals.
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  Data: <searchLink fieldCode="AR" term="%22Chaparro%2C+Erin+A%2E%22">Chaparro, Erin A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Green%2C+Ambra+L%2E%22">Green, Ambra L.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Thompson%2C+Sylvia+L%2E%22">Thompson, Sylvia L.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Batz%2C+Ruby%22">Batz, Ruby</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Preventing+School+Failure%22">Preventing School Failure</searchLink>. 2021, Vol. 65 Issue 4, p323-331. 9p. 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement+gap%22">Achievement gap</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Government+report+writing%22">Government report writing</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A substantial achievement gap, with culturally and linguistically diverse (CLD) students falling behind native-English-speaking White peers, has been widely documented in research as well as government reports. However, a corresponding discipline gap has not been evident due to the various labels and methods used for identifying specifically English learners (ELs) or Emergent bilingual (EB) students, variation in their proficiency levels of English, and the difficulty in determining who may or may not have a disability. Considerable work remains on how to raise the overall academic and behavior outcomes of EB students. This paper outlines best practices in a multi-tiered system of support and promotes an asset-based approach, which provides the foundation for educators to create equitable education opportunities. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=151722902
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/1045988X.2021.1937022
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 9
        StartPage: 323
    Subjects:
      – SubjectFull: Language ability
        Type: general
      – SubjectFull: Achievement gap
        Type: general
      – SubjectFull: Classrooms
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Government report writing
        Type: general
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      – TitleFull: Classroom to casa: supporting student who are emerging bilinguals.
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            NameFull: Green, Ambra L.
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          Name:
            NameFull: Thompson, Sylvia L.
      – PersonEntity:
          Name:
            NameFull: Batz, Ruby
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            – D: 01
              M: 10
              Text: 2021
              Type: published
              Y: 2021
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              Value: 65
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            – TitleFull: Preventing School Failure
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