Academic Achievement for Secondary Language Minority Students: Standards, Measures, and Promising Practices.

Autor/in	Anstrom, Kris
Institution	National Clearinghouse for Bilingual Education, Washington, DC.
Titel	Academic Achievement for Secondary Language Minority Students: Standards, Measures, and Promising Practices.
Quelle	(1997), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Standards; College Faculty; English (Second Language); Evaluation Criteria; Evaluation Methods; High Schools; Language Arts; Language Minorities; Language Proficiency; Limited English Speaking; Literacy; Mathematics Instruction; Science Instruction; Secondary Education; Social Studies; Student Evaluation; Teacher Attitudes; Team Teaching + Suchen Sie Ihr Suchwort? Schulleistung; Fakultät; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Sprachkultur; Sprachminderheit; Language skill; Language skills; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich; Gemeinschaftskunde; Schulnote; Studentische Bewertung; Lehrerverhalten; Teamteaching
Abstract	This study investigated what is known about content area instruction for linguistically and culturally diverse learners (LCDLs) in mainstream social studies, mathematics, science, and language arts classes. A review of recent literature looked at three major areas: (1) the theory and practice of standards for this group; (2) theory and practice of measures of achievement, proficiency, and/or academic literacy; and (3) promising practices in content area instruction. The study also included interviews with university education faculty to determine current issues and effective practices within the various subject areas, and site visits to a suburban high school that had implemented a team approach to working with language minority students in mainstream classrooms. Some classroom observations are presented as vignettes. Contains 52 references. (MSE)
Anmerkungen	http://www.ncbe.gwu.edu/ncbepubs
Erfasst von	ERIC (Education Resources Information Center), Washington, DC