Research is mixed about which program approaches are most effective, but researchers agree that English learners (ELs) perform better academically and achieve greater language proficiency when they have some type of English language instruction. Program approaches vary widely, but the most common types include: (1) English as a Second Language:…

The use of English to teach content subjects has been a growing trend in many parts of the world. It is labelled in a variety of ways, such as content-based learning, content and language integrated learning, immersion education, theme-based language teaching, and bilingual education, but it is referred to in this paper as English-medium…

Schools are required by the U.S. Constitution, federal and state legislation, and court rulings to ensure equity and excellent education for emergent bilingual students. This literature reviews those policies, related funding and the history of poor quality of instruction provided to these learners. It also describes the research on bilingual…

This article provides an overview and the theoretical foundations of a professional development project to support both teachers of English Learners and teacher candidates who are being prepared to teach English Learners. The program design is rooted in Culturally and Linguistically Responsive Teaching (CLRT) and place-based pedagogy.

The instructional programs educators design to help English Learner (EL) students work toward English proficiency look different in schools across the United States. This is due in part to the variety of approaches K-12 educators take to important questions such as: Should the program foster bilingualism or focus solely on English? Should ELs…

Dual Language programs are starting to resurface amongst the best practices for increasing literacy and academic language acquisition. Substantial evidence exists to support dual language (DL) education as a viable and enriching method of supporting high levels of academic achievement for both English Language Learners (ELLs) and English-speaking…

This paper focuses on issues concerning in-service English as an additional language or dialect teachers' views on professional development (PD) in an online environment. On the basis of the data collected via a questionnaire survey and a series of interviews, this study finds that intrinsic and extrinsic incentives compel or impede teachers…

The 21st century learner resides in an advanced global society that is led by the waves of the economy, advances in the technological world, concern around our safety and security, as well as demographical changes (Carver & Markatos-Soriano, 2007). The trends suggest education needs to equip students with the attitudes that promote respect for…

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with…

Results of a large-scale evaluation of early and middle immersion programs in the Toronto (Ontario) area, involving 4 districts and 26 grade 8 classes, suggest that middle immersion yields less consistent performance levels than early immersion. Overall, findings favor early immersion. (11 references) (Author/MSE)

The origins and design of a framework for Japanese second language instruction and curriculum development, created for use in international schools in Japan, are described. The effort was part of a Japanese Language Project undertaken by the Japanese Council for International Schools and funded by the Japanese Ministry of Education. The guiding…

Describes an English immersion "Bridge Program" for Hong Kong children that aims to provide a bridge between primary schooling in Chinese and secondary schooling in English. Also discussed are the role of communicative language teaching in content subject teaching, theoretical assumptions of Canadian immersion programs and the Bridge…

This practical guide includes information from a 3-year study that set out to describe the range of practices in content-English-as-a-Second-Language (content-ESL) programs in the United States. The guide is based on the field reports of 20 school site visits; offers guidance for starting, implementing, and sustaining a content-ESL program; and…

Examines the effects of program characteristics, district socioeconomic and demographic characteristics, and school resources on the cost of programs for limited English proficient (LEP) students. After outlining these variables, briefly reviews literature on bilingual education costs and presents a study of LEP program spending in downstate…

The analysis presented here attempts to specify the various conditions, including school-wide and classroom practices, that maximize English language learners' opportunities to meet challenging outcome expectations, and synthesize them into a model for change at the levels of school and classroom. The attributes of effective programs identified…