Academic Achievement for Secondary Language Minority Students: Standards, Measures and Promising Practices.
National Clearinghouse for Bilingual Education, Washington, DC.
No of pages:
43 p. Document downloaded from the Internet.
This document summarizes, analyzes, and integrates findings from relevant research pertaining to the education of language minority students in the content areas of social studies, science, mathematics, and language arts. Specifically, the document focuses on several key questions: (1) What does the relevant literature pertaining to content area instruction of linguistically and culturally diverse learners (LCDLs) contribute to the theory and practice of standards for LCDLs? (2) What does the relevant literature pertaining to content area instruction of LCDLs contribute to the theory and practice of measures of achievement, proficiency, and academic literacy for LCDLs? (3) What does the relevant literature pertaining to content area instruction of LCDLs contribute to the field of promising practices in content area instruction for LCDLs? The intent of this document is to provide teachers and teacher educators with insight into how mainstream classroom instruction can be designed and implemented to enhance the academic achievement of language minority students. With this goal in mind, the report is organized into four sections pertaining to the four main content areas. Within each of these sections, standards for the content area in question are examined and related to what research indicates is best practice for language minority students. Effective instructional and curricular models are described, along with some of the background knowledge necessary for teachers to effectively implement these models. Throughout, vignettes of actual classroom experiences and comments by various George Washington University professors add context and additional insight to the discussion. Sections on promising practices in the assessment of language minority students within the content areas and the preparation of mainstream teachers to work with these students are also included. (Contains 52 references.) (EV)