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Indigenous Language Teaching Policy in California/the U.S.: What’s Left Unsaid in Discourse/Funding
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In: Issues in Applied Linguistics, vol 21, iss 1 (2020)
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| 2 |
Should I Stay or Should I Go? Teacher Retention in the Era of Accountability
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Student engagement in an outperforming urban school as measured through cognitive, behavioral, and emotional indicators ...
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Teacher attitudes toward No Child Left Behind and part 154 in the English as a New language classroom
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| 5 |
Teacher Perceptions of the Common Core Performance Standards
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In: Georgia Educational Researcher (2015)
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| 6 |
A Sociological Perspective of the American Education System
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In: Social Sciences (2014)
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| 7 |
Effect of Reading Recovery on Literacy Needs of Hispanic English Language Learners
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| 8 |
Indiana
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In: Scholarship and Professional Work – Education (2013)
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| 9 |
EMPLOYING A PHENOMENOLOGICAL INQUIRY APPROACH TO EXPLORE A FEW URBAN AFRICAN AMERICAN MATH AND SCIENCE TEACHERS’ PERSPECTIVES ON NCLB AND ASSESSMENTS
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| 10 |
NCLB's effects on teachers' perceptions, satisfaction, and career intentions
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| 12 |
"My Country Looked Like America": Reflections and Experiences of English Language Learners in an Urban Public School ...
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| 13 |
The Effect of the Parent Liaison on Latino Student High School Completion and Parent Involvement
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In: Dissertations (2012)
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| 14 |
"My Country Looked Like America": Reflections and Experiences of English Language Learners in an Urban Public School
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In: Tyler_umbc_0434M_10634.pdf (2012)
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| 15 |
How is No Child Left Behind Affecting Proficient and Advanced Students on the California Star Test in English Language Arts
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In: Ed.D. Dissertations in Leadership for Educational Justice (2012)
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| 16 |
Educational policies in the United States and implications for English learners Políticas educacionais nos Estados Unidos e suas implicações para aprendizes de inglês
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In: Revista Brasileira de Linguística Aplicada, Vol 12, Iss 2, Pp 311-329 (2012) (2012)
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| 17 |
Status of Latino Education in Massachusetts: A Report
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In: Miren Uriarte (2011)
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| 18 |
Imbalanced literacy? How a US national educational policy has affected English learners and their teachers
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In: Colombian Applied Linguistics Journal, Vol 0, Iss 11, Pp 48-62 (2011) (2011)
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| 19 |
Working within the system: teachers of English learners negotiating a literacy instruction mandate
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In: Pease-Alvarez, Lucinda; Samway, Katharine Davies; & Cifka-Herrera, Carrie. (2010). Working within the system: teachers of English learners negotiating a literacy instruction mandate. Language Policy, 9(4), pp 313-334. doi:10.1007/s10993-010-9180-5. Retrieved from: http://www.escholarship.org/uc/item/3010t3kq (2010)
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Abstract:
In an effort to reverse the reading crisis purported to plague public education, schools and districts are mandating prescriptive reading programs and teacher-centered instructional practices in hopes of improving the academic achievement of minority students, including English learners (ELs). The wide-spread implementation of these programs in schools and classrooms serving ELs is particularly striking in California, where there are large numbers of ELs, as these programs were developed for monolingual, English-speaking children, not ELs. Drawing on interviews with 32 teachers in four Northern California elementary schools serving primarily ELs from Latino backgrounds, we found that most teachers required to use one such program, Open Court Reading (OCR), did not think that it addressed the needs of ELs or tapped into their interests and/or understandings. That is, the top-down, one-size-fits-all policy mandate was not grounded in an understanding of ELs’ language and literacy instructional needs. In light of our findings, we support policies that enable teachers to provide quality instruction that addresses the needs, interests, and understandings of all students, particularly ELs, who are often the, most underserved. This includes policies that promote the development of reflective, inquiring, and knowledgeable teachers who, in collaboration with colleagues and other educational stakeholders, play a key role in the policy making process.
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Keyword:
Applied Linguistics; English language learners; Language Education; Linguistics; Mandated policies; No Child Left Behind; Political Science; Sociolinguistics; Teacher expertise
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URL: http://www.escholarship.org/uc/item/3010t3kq
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| 20 |
The effects of the No Child Left Behind Act on the practice of testing students with limited English proficiency
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