It is organized into four categories: Other Resources eStandards is designed to provide quick and easy access to California's state content standards. They support English learners to use language to interact meaningfully in school and beyond.
So what can they do to meet their needs? Recent data show that approximately one-third of all English language learners in grades 6—12 in New York City are actually long-term English language learners New York City Department of Education, The term refers to English language learners who have attended U.
Although national data about Truancy essay students have not been gathered, it appears that significant numbers currently attend middle and high schools across the United States.
In spite of their numbers, long-term English language learners mainly go unnoticed in schools or, worse yet, are misunderstood and perceived as failures. By better understanding the characteristics and needs of this student population, schools can do a better job of supporting their learning.
The first phase of this research, which we conducted in the —08 school year, consisted of interviews with 29 long-term English language learners and their teachers and administrators to identify the characteristics and education needs of these students.
During the second phase, which is currently underway, we are piloting a program of support services specifically targeting long-term English language learners in two New York City high schools.
The focus is on English and Spanish biliteracy development and explicit literacy instruction across all content subjects. Long-term English language learners Are typically found in grades 6— Speak different languages Truancy essay come from all over the world.
Are often orally bilingual and sound like native English speakers. However, they typically have limited literacy skills in their native language, and their academic literacy skills in English are not as well-developed as their oral skills are. Fall into two main groups: Have often not resided in the United States continuously, despite the fact that they may have been born in this country.
Experience inconsistent schooling because of frequent moves or incoherent language programming within and across the schools they have attended. Thus, many have significant gaps in their schooling.
Perform below grade level in reading and writing and, as a result, struggle in all content areas that require literacy.
The overall school performance of long-term English language learners is low, with poor grades and grade retention commonplace, making this population at high risk for dropping out.
Have different needs from those of newly arrived English language learners, yet language programming at the secondary level is typically intended for new arrivals.
In addition, most educators are unfamiliar with the specialized needs of this population, a problem compounded by poor data about these students in their school records.
What Are Their Stories? Three students whom we interviewed for our research give a human face to the issue. He was born in Mexico and came to the United States when he was 2 years old.
For five years, his family lived in New York, where he began school. His family then moved to Virginia for his 2nd grade year. After completing only part of that school year, he went to live in Mexico for nearly two years. He did not attend school during that time. When he returned to Virginia, "They put me in 4th grade," he said, "because of my age.
His English acquisition was then interrupted when he moved to Mexico. His high school first placed him in a Spanish foreign language class, but his proficiency in Spanish caused the school to quickly move him to French class instead.
He can read Spanish, he noted, "but not perfectly. Schooling Sandra is an 11th grader who was born in the United States and has remained in this country her entire life.
She was born to immigrant parents—her mother came from Ecuador and her father from Puerto Rico. At home, she converses in Spanish with her parents and in English with her siblings. Among her friends, English is her language of choice, with one exception: Sandra feels equally comfortable speaking both languages.
Sandra's academic career has spanned a total of five New York City schools: Language instruction has been inconsistent. She recalled how the teacher in an early grade "used to write sentences in Spanish and then do the same sentences in English.
In fact, she received no Spanish instruction until her sophomore year of high school, when she began taking a Spanish course intended for those learning it as a foreign language.About SASD.
The Souderton Area School District (SASD) includes an area of 49 square miles in Upper Montgomery County. It is the largest school district, in square miles, in the county. Social Deviance And Social Stratification - Introduction to Sociology Reflection Essay: Week Two I found this past chapters describing our groups and networks in society, social deviance, and social stratification to be very interesting.
Bad Influences One of the common causes of truancy and disruptive behavior in children is the influence of friends and peers. Many times these peers are seen encouraging truancy as a status-seeking activity or as a way of joining in or blending in. truancy Essay Truancy 1 Running head: STUDENT TRUANCY Student truancy: Why should I go to school?
Kevin Floress Indiana University Truancy 2 Abstract Various school personnel, parents, community members, and juvenile justice officials among others are consistently concerned with the issue of truancy in schools. Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback.
This document has been revised in October-November In the first part of the document I have attempted to summarise some of the main developments in education policy between and but, very unfortunately, even my summary will have to be .