Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program

Authors

Magaly Lavadenz, Ph.D., Loyola Marymount UniversityFollow
Elvira G. Armas, Ed.D., Loyola Marymount UniversityFollow
Rosalinda Barajas, Lennox School District

Files

Abstract

In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3^rd and 7^th grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.

Publication Date

2012

Disciplines

Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Language and Literacy Education | Teacher Education and Professional Development

Recommended Citation for Full Report

Lavadenz, M., Armas, E.G., & Barajas, R. (2012). Preventing long-term English learners: Results from a project-based differentiated ELD intervention program. CABE, The Multilingual Educator Conference Edition, 24–29.