Demanding More
Legal Standards and Best Practices for English Language Learners
Datos Bibliográficos
| ID | 12752146 |
|---|---|
| Autores | Eric Haas (0000-0002-4456-1083, Wested, autor de correspondencia), Mileidis Gort (0000-0002-9581-567X, University of Miami) |
| Año | 2009 |
| Volumen | 32 |
| Número | 2 |
| Páginas | 115-135 |
| Fecha de publicación | 2009-09-15 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Bilingual Research Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235880903169951 |
| OpenAlex | W2131784792 |
| Idioma | EN |
| Citas recibidas | 7 |
| Referencias citadas | 40 |
In the current english-only programs in California, Arizona, and Massachusetts only a small percentage of students are learning English and subject matter content. This violates the success in practice prong of . Further, these program failures bolster the claim that these programs also violate castañeda's sound theory and qualified expert support prong. Previous legal actions focused on the latter requirement and failed. Focusing on program failure creates a greater likelihood of successful legal challenge. This article calls for a change in interpretation of ELL rights and program requirements based on the majority consensus of best practices research
Best practice · Curriculum · Interpretation (philosophy · Library science · Linguistics · Mathematics education · Pedagogy · Political science · Public relations · Sociology · Subject (documents · Subject matter · Computer Science · Law · Legal Issues in Education · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Exploring ideological becoming in professional development for teachers of multilingual learners
Harlan’s Dissent
Evaluating the impact of restrictive language policies
Era como si esas casas no encajaban con la comunidad”
Negotiating Between Restrictive Language Policies and Complex Teaching Conditions
Misinterpreting School Reform
What Does It Mean? EL‐Identified Adolescents’ Interpretations of Testing and Course Placement
Improving Schooling for Language-Minority Children
The Light in Their Eyes
The CALLA handbook
Multiplying inequalities
Affirming diversity
Educating English Language Learners
Conjectures and Refutations
Learning Strategies in Second Language Acquisition
A Meta-Analysis of Selected Studies on the Effectiveness of Bilingual Education
A Synthesis of Research on Language of Reading Instruction for English Language Learners
The Big Picture
The structure of scientific revolutions
Development of the First Language is not a Barrier to Second-Language Acquisition
Toward a Critical Race Theory of Education
The Structure of Scientific Revolutions
Psychocultural variables and constants
Assimilation Versus Multiculturalism
Weighing the Evidence
A Meta-Analysis of the Rossell and Baker Review of Bilingual Education Research
Language Proficiency and Academic Success
Bilingual Education in the United States
A Texas Two-way Bilingual Program
Executive Summary
Effective instruction for language-minority students
False Equivalency
Reframing the Debate
Developing Literacy in Second-Language Learners
The Handbook of Research on Multicultural Education
Explaining School Failure, Producing School Success
| Obras citantes distintas | 7 |
|---|---|
| Citas por año | 0,5 |
| Intervalo de citas | 2012 - 2022 (11) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 7 |