Late-exit programs differ from early-exit programs in the amount and duration that English is used for instruction as well as the length of time students are to participate in each program (Hawkins, 2001). Students remain in late-exit programs throughout elementary school and continue to receive 40% or more of their instruction in their first language, even when they have been reclassified as fluent-English-proficient (Hawkins, 2001). Two-way bilingual programs, also called

Even when they are given a large number of students, teachers know that they must make at least some attempt to individualize their lessons, or at least allow for different learning styles. For teachers of English as a second language, this is often even more pronounced. Students learning English as a second language often come from different backgrounds that make the task easier and harder. First, language acquisition is

Education The English language learner (ELL) student population continues to grow at a higher rate than the student population does as a whole. According to the National Center for Educational Statistics the general population grew 9% from 1993 to 2003, while the ELL population increased 65% during that same time. The ELL student population is estimated to now include 10% of all students (English Language Learners, 2005). ELL students face the challenging

Action Research Proposal The number of school-age English Language Learners in the state of Alberta is increasing at a fast pace. As these students begin studying, they experience a great deal of challenges, which can impact the acquisition and learning of the English language (New York University, 2018). In particular, one of the key challenges faced by these students is pronunciation. What is more, unlike mathematics, English language does not have

Humanistic theories put learning material into perspective, and cognitive theories allow students to draw meaningful connections between concepts and transcend language. 2. a. Reads for comprehension. A student who reads for comprehension is practicing a skill in quadrant D: the most difficult for ELLs because of the lack of contextual cues and the cognitive difficulty of the exercise. A b. Acts out a historical event. A student acting out a historical event is

Formative assessment offers much potential to make both teaching and learning more nuanced and effective for students, particularly students who are attempting to master a new language. Integrating formative assessments into instruction for English Language Learners offers specific opportunities, empowering teachers to better attend to the students’ needs in learning and content, and more effectively helping these students develop the skills they need to master grammatical concepts and communicate with