Gaining Ground: Supporting English Learners through After-School Literacy Programming

Autor/inn/en	Goldsmith, Julie; Jucovy, Linda; Arbreton, Amy
Institution	James Irvine Foundation; Public/Private Ventures
Titel	Gaining Ground: Supporting English Learners through After-School Literacy Programming
Quelle	(2008), (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	After School Programs; Program Implementation; Programming; Literacy; Educational Strategies; Enrichment Activities; After School Education; Academic Achievement; Second Language Learning; Student Diversity; Teacher Student Relationship + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Programmierung; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrstrategie; Bereicherungsprogramm; After school programs; Out of school education; Out-of-school education; Schulleistung; Zweitsprachenerwerb; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This brief presents findings that demonstrate a relationship between key approaches in Communities Organizing to Advance learning (CORAL), an eight-year, $58 million after-school initiative of The James Irvine Foundation, and the academic progress of English learners. Reported findings include: (1) Children who participated in CORAL fit the profile of students that the After school Education and Safety Program (ASES)/Proposition 49 funding was designed to support; (2) Children participating in CORAL appeared to benefit from the program, with English Learners making progress in equal measure to their English-proficient counterparts; (3) To help participants feel supported and have a strong sense of belonging in the program, CORAL was intentionally structured to create strong relationships between instructors and children; and (4) Team leaders used instructional strategies that engaged English Learners and helped them become full participants in the literacy activities. The brief suggests four key lessons for policymakers and funders interested in the success of English learners as a growing student population: (1) When designing after-school programs, consider the benefits of serving children with varied language and achievement levels; (2) Use a blend of academic and enrichment activities as the foundation for successful programming; (3) Strengthen program quality by providing ongoing professional development for after-school instructors; and (4) Invest the resources necessary to provide quality, comprehensive after-school programming. Although English learners benefited and made gains in their literacy skills, this program did little to shrink the achievement gap because these students started so far behind their English-proficient classmates. The authors conclude that additional research is needed about what programs can and should do to close the gap. (Contains 8 endnotes.) (ERIC).
Anmerkungen	Public/Private Ventures. 122 East 42nd Street, New York, NY 10168. Tel: 212-822-2400; Fax: 202-949-0439; e-mail: publications@ppv.org; Web site: http://www.ppv.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10