Abstract
This chapter explores the efforts of one school district to design and teach credit-bearing newcomer curricula that aligned with Common Core English language arts (ELA) Standards so that newcomer English language learners (ELLs) would have the opportunity to graduate from high school in four years. This curriculum enrolls ELLs in an ELA course sequence that scaffolds students into the expectations of the mainstream ELA curriculum. The findings from this study inform the kinds of decisions that other schools and districts must make to provide the strongest possible foundation for growing numbers of secondary newcomers. This study also has implications for structuring ELA teacher education in ways that help ELA teachers to support the growing numbers of ELLs in their content-area courses.
Published Version
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