Education Commons^™

Best Practices For Differentiated Learning Among Third Through Fifth Grade Ell Students, Tara J. Macias

Masters Theses

With the increase of second language English learners in U.S. kindergarten through twelfth grade schools and the continued achievement gap between these students and English speaking students, educators and administrators need to develop, implement and support best practices for differentiation among English Language Learners. ELL students are often categorized as special education students while their only barrier to learning is language acquisition. On the other hand, ELL students may have additional learning difficulties that are not identified because there is an assumption that language acquisition is the single challenge to their learning. Educators often engage in whole group instruction with …

Translanguaging Practices For Educational Equity: Moments In A Bilingual Middle School Classroom, Luz Y. Herrera

Dissertations, Theses, and Capstone Projects

Dual language bilingual education (DLBE) programs in New York City largely follow a 50-50 model: half of the instruction is in English while the other half is in another target language. In NYC, as well as the rest of the country, these programs are typically English-Spanish due to the large Spanish-speaking population in the U.S. Bilingual programs also tend to strictly separate languages and often insist that teachers and students only use the designated language according to the school or district’s particular language allocation policy.

This qualitative case study challenges the strict separatist language model of some dual language bilingual …