Document Type

Article: On-Campus Access Only

Publication Date

3-2010

Journal Title

Insights on Learning Disabilities

Volume

7

Issue

1

Version

Publisher's PDF

Publisher's Statement

Users not affliated with Molloy College may view the article through Education Source Publications from Ebsco at http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=54461812&site=ehost-live

Abstract

During the last few years, the number of ELLs has risen dramatically across the United States. Teachers have needed to adapt their instructional practices to better meet the needs of these children. Statistics show that nearly 1 in 5 Americans speaks a language other than English at home (Shin & Bruno, 2003). Additionally, births to foreign-born women account for 1 in 5 births in the United States; this is up from 1 in 20, three decades ago (Shin & Bruno, 2003). At the same time, teachers are questioning the placement of ELLs within their school districts. The type of placement often depends on the number of ELLs within a district, the educational philosophy, and the resources available.

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