Promoting the Educational Success of Children and Youth Learning English Promising Futures (2017) / Chapter Skim
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9 Promising and Effective Practices for Specific Populations of English Learners Grades Pre-K to 12
9 Promising and Effective Practices for Specific Populations of English Learners Grades Pre-K to 12
Pages 337-350
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.1 Ac cordingly, this chapter describes programs focused on ELs who are gifted and talented; living in migrant families that work in food-production industries; and living on tribal lands, specifically, American Indians and Alaska Natives. Chapter 10 provides an extensive discussion of ELs with disabilities.
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interviewed state gifted program coordinators and found that only 26 states had any policies for the inclusion of diverse populations. Moreover, whereas 20 states report race and ethnicity data on gifted programs, only 12 report information regarding EL status.
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; the Office of Migrant Education (OME) ; and federal migrant centers, parents, and migrant employers (Consortium for Quality and Consistency in Identification and Recruitment, 2016)
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, and to fill gaps in learning that result from missed instruction time or curricular differences in the schools they have attended. Migrant Educational Centers State and regional migrant educational centers, many of them federally funded by the Migrant Education Program (MEP)
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Districts that shared students, characterized as "trading partners," were nominated by state directors of migrant education programs as exemplary in their sharing of information, their service delivery, and their mechanisms for coordination. The researchers examined efforts to promote academic continuity and progress for students among partner districts and identified common themes in successful solutions: "shared vision of the role of migrant education, emphasis on program alignment between trading partners, use of technology, value of personal relationships, and importance of leadership" (p.
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. ENGLISH LEARNERS LIVING ON TRIBAL LANDS According to Ethnologue,2 speakers remain for only 216 of the perhaps 1,000 indigenous heritage languages once spoken among American Indians and Alaska Natives in North America (Lewis, Simons, and Fennig, 2015)
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8 Dr. Christine Sims' comments at a public information-gathering session held by the com mittee at the National Academies of Sciences, Engineering, and Medicine Arnold and Mabel Beckman Center in Irvine, California, on October 8, 2015.
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Examples of such programs include The Ways, an innovative online educational program providing stories, videos, interactive maps, and educational materials for American Indian nations and schools serving communities around the central Great Lakes.9 Another such effort is the culturally infused math curriculum program that raised math outcomes for students in rural Alaska (Kisker et al., 2012; Lipka and Ilutsik, 2014)
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Questions remain regarding how to measure the effectiveness of such programs that not only have linguistic goals but also aim to influence students' sense of self-worth, self-efficacy, belonging to their tribal nations, and trust in others. The paucity of evidence on the effectiveness of language revitalization programs was addressed in an executive order calling for establishment of an interagency working group.10 This group was tasked to compile data on the academic achievement of American Indian and Alaska Native students relative to the No Child Left Behind Act, to identify and disseminate research-based practices for improving their academic achievement, and to assess the impact and role of native language and culture with respect to strategies for improving their academic achievement and school completion.
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Established in1966 as the result of a grassroots effort led by Navajo tribal leaders and supportive educators, Rough Rock was a reaction to the ineffective educational programs that many of the tribal leaders had themselves experienced as children and that remained in place in the 1960s (McCarty, 2002; McCarty and Roessel, 2015)
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The group emphasized that a minimum of 4-7 years is required for students to develop the age-appropriate language skills needed for academic learning in either English or an indigenous language. It also found that time spent learning school subjects in "strong" programs did not detract from learning English, and in fact, students in such programs performed as well as or better than peers in mainstream classes (McCarty and Wiley Snell, 2011)
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However, the evidence indicates that participation in strong language revitalization programs can have a positive impact on student achievement in school. BIBLIOGRAPHY Alaska Native Language Center.
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. State of the Field: The Role of Native Languages and Cultures in American Indian, Alaska Native, and Native Hawaiian Student Achieve ment.
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. Migrant Student Records Exchange Initiative.
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