Collaboratively Partnering Schools and Colleges: A Classroom-Based Staff Development Model

Audrey Cohan; Andrea Honigsfeld; Vicky Giouroukakis; Jacqueline Nenchin

Collaboratively Partnering Schools and Colleges: A Classroom-Based Staff Development Model

Research & Scholarship: Contribution to journal › Article

Abstract

The English language learner population on Long Island, New York, has been growing each year. As recently as 2010, over 28,000 Limited Language Proficient students (about 42% in New York State) have been enrolled in schools on Long Island (NYSED, 2010). Responding to the needs of culturally and linguistically diverse students can be a challenge for general education teachers with little or no background in second language acquisitions, even if they genuinely wish to embrace ELLs and offer strong instructional supports.

Original language	American English
Journal	Idiom Online
Volume	41
Issue number	4
State	Published - Jan 1 2012

Keywords

english language learners
ell
Long Island
New york state
SIOP
sheltered instruction observation protocol
EDDPRO

Disciplines

Bilingual, Multilingual, and Multicultural Education
Education
Teacher Education and Professional Development

Access to Document

https://digitalcommons.molloy.edu/edu_fac/44License: Unspecified

Cite this

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title = "Collaboratively Partnering Schools and Colleges: A Classroom-Based Staff Development Model",

abstract = " The English language learner population on Long Island, New York, has been growing each year. As recently as 2010, over 28,000 Limited Language Proficient students (about 42\% in New York State) have been enrolled in schools on Long Island (NYSED, 2010). Responding to the needs of culturally and linguistically diverse students can be a challenge for general education teachers with little or no background in second language acquisitions, even if they genuinely wish to embrace ELLs and offer strong instructional supports.",

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AB - The English language learner population on Long Island, New York, has been growing each year. As recently as 2010, over 28,000 Limited Language Proficient students (about 42% in New York State) have been enrolled in schools on Long Island (NYSED, 2010). Responding to the needs of culturally and linguistically diverse students can be a challenge for general education teachers with little or no background in second language acquisitions, even if they genuinely wish to embrace ELLs and offer strong instructional supports.

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