California, like Arizona and Massachusetts, have nationalistic English-only laws that preclude virtually any form of native language instruction. After more than a decade of implementation in these states, English learners perform among the lowest on many academic indicators. Ed Week reports on a Californian study among middle school age children that "found 30 percent of students learning English had not gained language proficiency by 8th grade, although most had been in the English learning program since kindergarten. Of those who remained in English classes in high school, almost half dropped out and only 6 percent passed the state high school exit exam." LA Unified School District,
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I am a professor in the Lynch School of Education and Human Development at Boston College, and director of the Curriculum & Instruction doctoral program. I have served as an associate editor at Child Development, Applied Psycholinguistics, and an editor at Language, Speech, and Hearing Services in Schools. I was a bilingual teacher in Detroit, MI and have worked in district, state, and nonprofit settings. I work with bilingual learners from multilingual homes in K-8 settings, thinking about language use and development, cross-linguistic relations, instructional interventions, and teacher practice. I've published a bunch of articles and book chapters, and have developed language and reading curricula. I always work in close collaboration with teachers to facilitate the translation of research to practice.
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