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Towards Promoting Biliteracy and Academic Achievement: Educational Programs for High School Latino English Language Learners

Towards Promoting Biliteracy and Academic Achievement: Educational Programs for High School... <p>The Latino student presently faces many obstacles to achieve educational equity and excellence at the high school level. This article examines academic programming for Latino middle and high school English language learners (ELLs) and provides recommendations for addressing programming that promotes biliteracy policy and programming as a valued outcome for academic and life success. One of the largest high school districts in California was selected to evaluate middle and high school programs for Latino ELLs. Eight quality indicators were used to assess the services to Latino ELLs. The study was guided by two research questions focusing on services to Latino ELLs to support and develop biliteracy development and competence. The findings revealed that while the school district has the capacity and personnel to provide pedagogically sound programs to Latino ELLs, the district is lacking the consistency and academic rigor needed to provide equal educational access. The results suggest the need for a language policy that is supportive of additive language programs that have multiliteracy as an educational standard.</p> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Towards Promoting Biliteracy and Academic Achievement: Educational Programs for High School Latino English Language Learners

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Publisher
University of North Carolina Press
Copyright
Copyright © 2004 The University of North Carolina Press.
ISSN
1534-5157

Abstract

<p>The Latino student presently faces many obstacles to achieve educational equity and excellence at the high school level. This article examines academic programming for Latino middle and high school English language learners (ELLs) and provides recommendations for addressing programming that promotes biliteracy policy and programming as a valued outcome for academic and life success. One of the largest high school districts in California was selected to evaluate middle and high school programs for Latino ELLs. Eight quality indicators were used to assess the services to Latino ELLs. The study was guided by two research questions focusing on services to Latino ELLs to support and develop biliteracy development and competence. The findings revealed that while the school district has the capacity and personnel to provide pedagogically sound programs to Latino ELLs, the district is lacking the consistency and academic rigor needed to provide equal educational access. The results suggest the need for a language policy that is supportive of additive language programs that have multiliteracy as an educational standard.</p>

Journal

The High School JournalUniversity of North Carolina Press

Published: Feb 13, 2004

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