Meeting the Needs of Students With Limited or Interrupted Schooling

by DeCapua, Andrea

• ISBN13: 9780472033515
• ISBN10: 0472033514
• Format: Paperback
• Copyright: 2009-05-15
• Publisher: Univ of Michigan Pr

Summary

Today's public schools are brimming with students who are not only new to English but who also have no schooling or a large break in their schooling. These students create unique challenges for teachers and administrators. This handbook is a welcome new resource for secondary teachers and administrators working in areas with burgeoning immigrant populations, as well as ESL instructors and researchers. The book addresses some of the many issues facing the subpopulation of English language learners who have limited or interrupted formal schooling, helping dedicated teachers and administrators to meet this subpopulation's highly specific literacy development and content-area knowledge needs. Meeting the Needs of Students with Limited or Interrupted Schoolingis grounded in research but goes beyond it to offer practical guidance on fostering the success of students from limited or interrupted schooling backgrounds by providing student case studies, model programs and classes, and helpful teaching techniques and tips.

Table of Contents

Who Are Slife?	p. 1
Challenges and Issues for Slife	p. 2
Identifying Slife	p. 4
Possible Indicators	p. 6
Additional Instruments for the Identification of Slife	p. 8
Tests	p. 8
Writing Samples	p. 9
Parent/Guardian Interviews	p. 10
Student Interviews	p. 11
Alternatives to Face-to-Face Interviews	p. 15
Profiles of Representative Slife	p. 16
Mamadou from Mali	p. 16
Sonia from the Dominican Republic	p. 16
Chang-Ching from China	p. 17
Brenda from Bosnia	p. 17
Luis from Mexico	p. 18
Literacy and Academic Language Proficiency	p. 20
Literacy Skills	p. 20
Alphabet Knowledge	p. 22
Phonology and Phonics	p. 22
Print Materials	p. 24
Picture Books	p. 26
Academic Language Proficiency	p. 26
Vocabulary	p. 26
Sight Words	p. 29
Affixes	p. 30
Educating the Whole Child	p. 32
Psychological Issues	p. 33
Post-Traumatic Stress Disorder	p. 33
Culture Shock	p. 34
School Shock	p. 36
Easing the Transition	p. 38
Humanistic Approaches to Working with Slife	p. 38
Alternative Goals	p. 40
Case Study: Leon, A 16-Year-Old 10th Grader from Sierra Leone	p. 40
Commentary on the Case Study	p. 41
Program Models	p. 42
Newcomer Program Model	p. 42
The Pull-Out Model	p. 44
The Push-In Model	p. 45
Extended-Day, After-School, and Saturday Models	p. 47
Extended-Day Programs	p. 47
After-School Programs	p. 47
Saturday Programs	p. 48
Practical Considerations	p. 50
Overview of Approaches and Practices	p. 52
Bloom's Taxonomy	p. 53
Small-Group/Cooperative Learning	p. 56
Experiential Learning: Field Trips	p. 59
Differentiated Learning	p. 60
Scaffolding Instruction	p. 61
Project-Based Learning	p. 62
Case Study: Project-Based Learning Overnight Field Trip	p. 63
Best Classroom Techniques	p. 65
Routines	p. 65
Graphic Organizers	p. 67
Choral Poetry Reading	p. 67
Class Books	p. 68
Autobiography and Biography Collage Project	p. 69
Listening and Reading with Audio Books	p. 70
Vocabulary Books	p. 70
Story Development Practice	p. 71
Wh-Question Practice	p. 73
Sentence Frames	p. 74
Mobile Hangers	p. 75
Cooperative Learning: Example from Science	p. 75
Structural Adaptation of Texts	p. 78
Field Trips	p. 78
Key Elements of Successful Slife Programs	p. 82
Administrative Support	p. 83
The Principal	p. 84
Devoted and Well-Trained Teachers	p. 84
The Classroom	p. 86
A Well-Planned Program	p. 87
Team Teaching	p. 89
Articulation	p. 89
Program Assessment and Improvement	p. 90
Exit Strategies	p. 92
Portfolios	p. 92
Meaningful, Standards-Based Learning	p. 93
A School Community	p. 94
Communication with Parents	p. 94
Orientation Programs	p. 95
Parental Involvement	p. 96
Appendix: Graphic Organizers	p. 98
References	p. 101
Index	p. 109
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