School Reform and Student Diversity: Exemplary Schooling for Language Minority Students
This paper reports on a study of eight schools in four states (California, Illinois, Massachusetts, and Texas) that were identified as having exemplary school reform efforts for limited English proficient (LEP) students in grades 4 through 8 in one or more of three curricular areas: language arts, science, and mathematics. The paper discusses several key features that the schools share, including: inclusion of LEP students in schools' restructuring efforts; providing LEP students with a rich intellectual diet, not a remedial or basic skills curriculum; flexibility in several aspects of the educational program; coordination of teachers of LEP and English proficient students at the same grade level; and an internal impetus to undertake the challenge of school improvement. Goals for ensuring access to high quality teachers are then described and include: (1) foster English acquisition and the development of mature literacy; (2) deliver grade-level content; (3) organize instruction in innovative ways; (4) protect and extend instructional time; (5) expand teachers' roles and responsibilities (6) use effective teaching strategies; (7) address students' social and emotional needs; (8) involve parents in their children's education; and (9) use resources wisely.
Beverly McLeod. School Reform and Student Diversity: Exemplary Schooling for Language Minority Students (1996). NCELA [National Clearinghouse for English Language Acquisition]: Washington, DC.
Sponsoring Agency: U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs [OBEMLA]
Formats Available: Printed Material
(No longer available. )
NCELA [National Clearinghouse for English Language Acquisition]URL: http://www.ncela.us
The George Washington University
Center for the Study of Language and Education
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