Language Minorities

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Eric.ed.gov – Participation and Performance of Students from Non-English Language Backgrounds: Minnesota’s 1996 Basic Standards Tests in Reading and Math. Minnesota Report.

Posted on by Troels Gannerup Christensen - Læst 6 gange

eric.ed.gov har udgivet: In the assessment literature, a general recommendation has been to disaggregate scores and other data for students with limited English proficiency (LEP). This has rarely been done for most non-English language background (NELB) students in the United States, with the partial exception of Spanish speakers. Nationwide Spanish speakers make up the largest group of LEP/NELB students, but in Minnesota Southeast Asian students make up the largest single group of students with a language other than English spoken at home. While LEP/NELB students share some common characteristics, there are enough noteworthy differences to justify separate studies. This document reports on the achievement of LEP/NELB students from the largest seven language groups in Minnesota (Hmong, Spanish, Vietnamese, Lao, Cambodian, African languages, Russian) during the 1995-1996 school year when the… Continue Reading →

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Eric.ed.gov – Adapting Classwide Instruction for Student Diversity in Math.

Posted on by Troels Gannerup Christensen - Læst 5 gange

eric.ed.gov har udgivet: This paper reports the findings of a study that assessed the effect of two classwide instructional grouping adaptation strategies on the math performance of English-language Latino learners in an urban public school in the Southwestern United States. An ABAB within-case design was implemented over a 12-week period to contrast the effectiveness of these adaptation strategies on the math performance of 19 low-, average-, and high-achieving first grade Latino students (ages 6-8). All instruction was conducted in Spanish, with the exception of 35 minutes in which students received English-as-a-Second-Language instruction. In Phase A, students worked independently in small heterogeneous groups of 4-5 high-, average-, and low-achieving students. In Phase B, peer tutoring was used following a teacher-led instruction. Dyads included students with different performance levels; students in each… Continue Reading →