State Implementation of Language Acquisition Policies and Reading Achievement Among Hispanic Students

López, Francesca; McEneaney, Elizabeth H.

doi:10.1177/0895904811417581

Cited by 24 publications

(10 citation statements)

References 50 publications

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“…A child’s native language must be valued, and the new language must be taught in meaningful ways. These estimates are widely cited and accepted by language policy researchers (de Jong, 2013; Gándara & Merino, 1993; Lopez & McEneaney, 2012; Salazar, 1998; Wiese & Garcia, 2013). This cognitive reality is at odds with the United States’ adherence to a 4-year high school model.…”

Section: Methodsmentioning

confidence: 98%

Intersectional Understandings of On-Time High School Graduation and College Readiness for Traditionally Marginalized High School Students

Gray-Nicolas

Miranda

2019

Journal of School Leadership

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Conventional definitions of “on-time graduation” and “college readiness” often place the needs of traditionally marginalized students (first-generation, low-income, immigrant and/or students of color) in a deficit light. This multi-case study explores how school leaders at two public high schools are redefining and reframing these policies for their specific student populations. The findings suggest that extending graduation beyond 4 years and using intersectional understandings of college readiness increase traditionally marginalized students’ opportunities to finish high school and pursuing postsecondary education.

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Section: Methodsmentioning

confidence: 98%

Intersectional Understandings of On-Time High School Graduation and College Readiness for Traditionally Marginalized High School Students

Gray-Nicolas

Miranda

2019

Journal of School Leadership

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“…In sum, teachers who enact CRT affirm the cultural backgrounds of students, and are able to connect instruction to students' funds of knowledge-the culturally developed skills, resources, language, and knowledge that are present in students' homes, families, and communities [30]. When teachers acknowledge students' home languages as assets, students' identities are validated which in turn supports their achievement [31,32]. Language, then, provides an important conduit for considering the use and implementation of CRT.…”

Section: Comprehensive and Inclusive Culturally Responsivementioning

confidence: 99%

“…In the U.S., seven models of instruction are employed to teach emergent bilinguals (EBs) 1 who are dominant in a language other than English: Sheltered English Instruction, Structured English Immersion (SEI), English as a Second Language (ESL) Pull-out, ESL Push-in, and three models of Transitional Bilingual Instruction: Early-exit, Late-exit, and Dual Language (DL), one-way or two-way. The goal of Sheltered English Instruction, Structured English Immersion (SEI), and ESL programs is to expose children to English to increase their English proficiency and help them acclimate into American culture [32,33].…”

Section: Language Instruction Modelsmentioning

confidence: 99%

Culturally Responsive Teaching through the Lens of Dual Language Education: Intersections and Opportunities

Garza¹,

Lavigne²,

Si³

2020

ujer

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Students benefit from culturally responsive teaching (CRT). CRT is central to dual language (DL) education-an additive approach that is effective for educating emergent bilinguals and closing the achievement gap. Students' achievements in DL education models are higher than in any other type of language learning pedagogy-ESL, Bilingual and Monolingual. The purpose of this research was to identify the CRT practices that are employed in DL classrooms; so that teachers in other educational settings (i.e. mainstream, ESL, bilingual) might implement similar practices and improve their effectiveness with diverse students. Using survey responses from Dual Language teachers (N = 151), this study examined the intersection of CRT practices and DL teachers self-reported practice. This empirical study reveals that three out of the eight features of Gay's CRT framework were present in DL teachers' practices: validating, multidimensional, and empowering. DL teachers validate students' experience through speaking affirmations, offering texts that represent and reflect students' culture, differentiating instruction, and providing cooperative learning experiences for students. The CRT practices that are multidimensional involve establishing a welcoming and safe climate and including performance assessment to authentically evaluate students' learning. Finally, DL teachers empower their students by offering instruction that facilitates independence in learning. These study findings provide a unique window into DL teacher practice, which can be leveraged by administrators and mainstream teachers to improve the achievement of diverse learners in every classroom.

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“…These results may be significantly lower due to the lack of training of content area teachers, as it pertains to their exposure to teaching diverse student populations. Based upon the previous research of López and McEneaney (2012), teachers that were provided with professional development and strategies to effectively work with ELs, improved the reading and language arts proficiency of ELs.…”

Section: Figure 1 the Mean Of English Language Arts Tcap Scale Scorementioning

confidence: 99%

English Language Proficiency and Content Assessment Performance: A Comparison of English Learners and Native English Speakers Achievement

Miley¹,

Farmer²

2017

ELT

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As a result of the accountability requirements established in Title III of the Elementary and Secondary Educational Act (ESEA) legislation, English Learners (ELs) are expected to make progress in both content area academic achievement and English Language Proficiency (ELP). In Tennessee ELs progress is measured by administering WIDA-Access to assess English language proficiency, and Tennessee Comprehensive Assessment Program (TCAP) standardized assessments to measure content academic achievement. The purpose of this study was to compare and analyze the performance levels of ELs who achieved the exit criteria on WIDA-Access state mandated English proficiency assessment and their subsequent performance on English Language Arts and Math TCAP assessments. Specifically, a comparison of EL's achievement on TCAP was compared to the achievement on TCAP of non-ELs. Independent samples t-tests were performed on data from 302 elementary and middle school ELs and non-ELs that participated in WIDA-Access and TCAP assessments in 2015. Data analyses concluded that English Language Arts and Math TCAP scale scores were significantly different between ELs and non-ELs. Achievement levels in both English Language Arts TCAP and Math TCAP for ELs, who achieved the exit criteria on WIDA-Access, were lower than the achievement levels of non-ELs. Discussions of the findings in this study along with implications of using these assessments to measure ELs growth is provided in relation to the increased demands on measuring both the academic achievement and English language progress for ELs.

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State Implementation of Language Acquisition Policies and Reading Achievement Among Hispanic Students

Cited by 24 publications

References 50 publications

Intersectional Understandings of On-Time High School Graduation and College Readiness for Traditionally Marginalized High School Students

Intersectional Understandings of On-Time High School Graduation and College Readiness for Traditionally Marginalized High School Students

Culturally Responsive Teaching through the Lens of Dual Language Education: Intersections and Opportunities

English Language Proficiency and Content Assessment Performance: A Comparison of English Learners and Native English Speakers Achievement

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