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Preparing English language learners to be college and career ready for the 21st century: the leadership role of secondary school principals in the support of English language learners ...
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Abstract:
The educational system and current teaching practices in America are undergoing transformations in the instructional practices of language understanding and literacy development trajectories as it prepares its students to become global citizens in this rapidly changing 21st Century. The shift of teaching and learning with a focus on critical thinking, communication, collaboration, and creativity are essential skills needed to prepare students for the future. An individual’s native language, culture, and background influence the individual’s ability to learn a second language, and to master that language to the point of communicating in that language in an academic context. English language learners are a high number of a continuing and growing student population with language barriers and considered to be at risk of failing or dropping out of school due to continuous, insufficient academic accomplishments. Poverty, cultural or language barriers, disability status, and/or gender are indicators that make it ...
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Keyword:
21st-century leadership; 21st-century learning; academic language; academic risk; adult-learning; building teacher capacity; college and career readiness; computer technology; data and assessments; differentiated instruction; English language development; English language mainstream classroom; fluent English proficient; high student expectations; instructional management; language learners; limited English proficient; long-term English language learners; Management of curriculum; primary language support; principal knowledge; principal training and skills; quality instruction; reclassification; second language acquisition; second language learners; self-efficacy; self-regulated learner; social capital; specially designed academic instruction in English; structured English immersion; The effective principal as a decision-maker; The principal as an instructional leader; theories of learning; Urban Education Policy
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URL: https://dx.doi.org/10.25549/usctheses-c40-447670
https://digitallibrary.usc.edu/asset-management/2A3BF1624HMI
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Neue Sprachen lehren und lernen: Fremdsprachenunterricht in der Weiterbildung
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In: Perspektive Praxis ; 236 (2017)
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Reducing the food stealing and pica of a young adult with multiple disabilities in respite care.
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Exploring Learner-Centeredness Within an American Sign Language/English Interpreter Training Program
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Sprachlicher Bedarf von Personen mit Deutsch als Zweitsprache in Betrieben: Expertise
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In: 73 (2012)
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Novice teachers and knowledge acquisition: Reminiscent reflections of experienced teachers.
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How classroom teachers conceptualize continuing professional development: Emergence of a practice-based participation model.
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A phenomenology of emergent meaning from dialectical questioning and answering in adult learning: Western and Chinese perspectives.
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