Supporting the Development of English Literacy in English Language Learners
SUPPORTING THE DEVELOPMENT OF ENGLISH LITERACY IN ENGLISH LANGUAGE LEARNERS Key Issues and Promising Practices
Diane August August & Associates
Report No. 61
February 2003
This report was published by the Center for Research on the Education of Students Placed At Risk (CRESPAR), a national research and development center supported by a grant (No. R-117-D40005) from the Office of Educational Research and Improvement (OERI), U.S. Department of Education. The content or opinions expressed herein do not necessarily reflect the views of the Department of Education or any other agency of the U.S. Government. Reports are available from: Publications Department, CRESPAR/Johns Hopkins University; 3003 N. Charles Street, Suite 200; Baltimore MD 21218. An on-line version of this report is available at our web site: www.csos.jhu.edu.
Copyright 2003, The Johns Hopkins University, all rights reserved.
THE CENTER
Every child has the capacity to succeed in school and in life. Yet far too many children fail to meet their potential. Many students, especially those from poor and minority families, are placed at risk by school practices that sort some students into high-quality programs and other students into low-quality education. CRESPAR believes that schools must replace the “sorting paradigm” with a “talent development” model that sets high expectations for all students, and ensures that all students receive a rich and demanding curriculum with appropriate assistance and support. The mission of the Center for Research on the Education of Students Placed At Risk (CRESPAR) is to conduct the research, development, evaluation, and dissemination needed to transform schooling for students placed at risk. The work of the Center is guided by three central themes—ensuring the success of all students at key development points, building on students’ personal and cultural assets, and scaling up effective programs—and conducted through research and development programs in
Diane August August & Associates
Report No. 61
February 2003
This report was published by the Center for Research on the Education of Students Placed At Risk (CRESPAR), a national research and development center supported by a grant (No. R-117-D40005) from the Office of Educational Research and Improvement (OERI), U.S. Department of Education. The content or opinions expressed herein do not necessarily reflect the views of the Department of Education or any other agency of the U.S. Government. Reports are available from: Publications Department, CRESPAR/Johns Hopkins University; 3003 N. Charles Street, Suite 200; Baltimore MD 21218. An on-line version of this report is available at our web site: www.csos.jhu.edu.
Copyright 2003, The Johns Hopkins University, all rights reserved.
THE CENTER
Every child has the capacity to succeed in school and in life. Yet far too many children fail to meet their potential. Many students, especially those from poor and minority families, are placed at risk by school practices that sort some students into high-quality programs and other students into low-quality education. CRESPAR believes that schools must replace the “sorting paradigm” with a “talent development” model that sets high expectations for all students, and ensures that all students receive a rich and demanding curriculum with appropriate assistance and support. The mission of the Center for Research on the Education of Students Placed At Risk (CRESPAR) is to conduct the research, development, evaluation, and dissemination needed to transform schooling for students placed at risk. The work of the Center is guided by three central themes—ensuring the success of all students at key development points, building on students’ personal and cultural assets, and scaling up effective programs—and conducted through research and development programs in