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…

The Instructional Leadership Corps (ILC) is a California collaborative teacher professional learning project in which expert teachers organize local professional development to spark iterative changes in practice. Launched in 2014, ILC is a joint effort of the California Teachers Association (CTA), the National Board Resource Center (NBRC), and…

The Instructional Leadership Corps (ILC) is an innovative professional learning project in which teacher leaders in California collaborate to lead sustainable professional development to support implementation of new student standards within their districts. Over more than 4 years, the ILC has served over 100,000 teachers. The responses of these…

This study examines math and English standardized test score progress of students who participated in the 21st century program across 2 years of involvement with a focus on the learning trajectories of limited English proficiency (LEP) students. We find that math and English scores are highly associated with the school and program type--even…

In this chapter, the authors present a synthesis of the small, but growing, body of literature examining what some teacher educators are already doing and what all teacher educators need to do to prepare mainstream classroom teachers to teach English language learners (ELLs). While the discussion applies to teachers of immigrant and refugee…

This directory profiles 60 secondary school programs designed to accommodate the educational needs of immigrant students with low level English and/or native language skills, and often a background of limited formal schooling in their native countries. Most are intended as transitional programs, attended until the student can be placed in the…

Examines the goals, outcomes, and educational costs and benefits of various models of bilingual education: "submersion" (mainstreaming without support); pull-out classes for English as a Second Language; transitional bilingual education; maintenance bilingual education; enrichment, two-way, or developmental bilingual education; and the Canadian…

A review of the literature on staff training for individuals working in programs for limited-English-speaking students suggests that eight characteristics should be considered and developed in a training plan: governance, needs assessment before program planning, analysis of local and other resources, determination of training objectives, trainee…

The special instructional needs of limited English proficient (LEP) students in special education programs are discussed. The degree of the student's disability (mild, moderate, or severe) directs both the program focus and the need for specialized knowledge to deliver appropriate instruction. A responsive English as a second language (ESL)…

For students without a command of English, the use of English to teach mathematics skills and concepts is a barrier to learning. While research on the subject is not conclusive, it is an appropriate assumption that for a student to master the concepts, he must master the language of the concepts. Based on this premise, the Second Language Approach…

It is argued that language minority education has generally been perceived as a separate program or model, and as a result has often become marginalized within its larger school setting, which negatively influences students, teachers, and the program. An alternative approach to program design, intended to avoid this marginalization by making…

This study, undertaken from 1983-84 through 1988-89, compared the relative effectiveness of two alternative programs (structured English immersion and late-exit transitional bilingual education) with that of the program typically funded through the Bilingual Education Act, the early-exit transitional bilingual education program. The…

An ethnographic study of a Philadelphia elementary school program in English as a second language focused on the way children's first and second languages were used in the classroom, and how this use of language was connected to the learning process. It was found that despite teachers' claims of emphasis on communication skills, a number of…

Existing programs using language immersion strategies for teaching language-minority children in the United States are described. In those programs, instruction is conducted in English at a level understood by the limited-English-speaking students, the teacher is bilingual in the non-English home language, the teacher generally speaks only in…

The development of a language development program for limited-English-proficient Spanish-speaking students in a New Mexico junior high school are described. Initially, the program was organized in response to sudden heavy enrollment of non-English-speaking students, and was intended to teach them English. In subsequent years, through application…