Educacion bilingue en eu
A study by Meneken (2006) examined changes high schools in New York City havemade to their instructional language policies due to high-stakes testing requirements for ELLs as mandated by NCLB accountability system. Her study revealed how well can ELL students perform on thestandardized test when a classroom language policy is adapted. A relevant finding was that when ELLs develop literacy in their first language it helps them develop English language literacy and contentknowledge. This entails an increase on the students’ scores on standardized test.
Meneken findings uncovered that the accountability requirements applied to all students, by having them toparticipate on a standardized test, have affected the instruction of ELLs. Schools in New York City have sacrificed ELLs needs in order to fulfill the federal requirement but ironically have come out with anunofficial instructional language policy which validates the maintenance of the students’ native tongue as a feasible alternative to master content curriculum and English language proficiency throughtransference of skills.
Lindholm-Leary and Block (2010) found that Latino ELL students on a dual language program from elementary schools in California achieved comparably or significantly higher...
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