Research-based Policy Statements
- The increasingly diverse linguistic population of the United States requires attention to the preparation and professional development of teachers. (McCandless, E. Rossi, R & Daugherty, S.)
- Research-based professional development is essential for teachers who face the challenge of providing a quality education for increasingly diverse student populations. (Karabenick & Coda)
- ELL students who are included in English-dominant classrooms can be subjected to subtle segregation unless teachers are prepared to address their needs. That is, principles of inclusion without adequate preparation can lead to segregation. (Iddings)
- Native language instruction bolsters English language learners’ academic success, particularly in the initial period. (Liquanti)
- NCLB and other high-stakes tests pose special challenges for ELLs and their teachers. Any accommodations for test-taking need to be monitored and evaluated carefully. (Abedi)
Abedi, J. (2004). Challenges in the No Child Left Behind Act for English language learners. http://www.cresst.org/products/newsletters/policybrief7.pdf
Abedi, J. (2001) Assessment and accommodations for English language learners.
http://cresst96.cse.ucla.edu/products/newsletters/polbrf4web.pdf
Dasilva Iddings, A.C.D. (2005) Linguistic access and participation: English language learners in an English-dominant community of practice. Bilingual Research Journal 29, 1 165-183.
Karabenick, S.A. & Noda, P.A. (2004). Professional development implications of teachers beliefs and attitudes toward English language learners. Bilingual Research Journal 28, 1, 55-75.
Liquanti, R. (1999) Fostering academic success for English language learners: What do we know? http://www.wested.org/cs/we/view/rs/514
McCandless E., Rossi, R. & Daugherty, S. (1997). Are limited English proficiency (LEP) students being taught by teachers with LEP training? (NCES 97-907). U.S. Department of Education, National Center for Education Statistics. Washington, D.C.: U.S. Government Printing Office.
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