Classroom to Casa: Supporting Students Who Are Emerging Bilinguals
Saved in:
| Title: | Classroom to Casa: Supporting Students Who Are Emerging Bilinguals |
|---|---|
| Language: | English |
| Authors: | Chaparro, Erin A., Green, Ambra L., Thompson, Sylvia L., Batz, Ruby |
| Source: | Preventing School Failure. 2021 65(4):323-331. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2021 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education |
| Descriptors: | English Language Learners, Bilingual Students, Student Behavior, Academic Achievement, Equal Education, Educational Legislation, Federal Legislation, Elementary Secondary Education, Disproportionate Representation, Discipline, Positive Behavior Supports, Response to Intervention, Culturally Relevant Education, Classroom Techniques, Data Use, Decision Making, Educational Policy, Family Involvement |
| Laws, Policies and Program Identifiers: | Every Student Succeeds Act 2015 |
| DOI: | 10.1080/1045988X.2021.1937022 |
| ISSN: | 1045-988X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1306815 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| 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. |
|---|---|
| ISSN: | 1045-988X |
| DOI: | 10.1080/1045988X.2021.1937022 |
