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

Authors

Audrey Cohan Ed.D, Molloy CollegeFollow
Andrea Honigsfeld Ed.D., Molloy CollegeFollow
Vicky Giouroukakis Ph.D., Molloy CollegeFollow
Jacqueline Nenchin Ph.D., Molloy CollegeFollow

Document Type

Article

Publication Date

Winter 2012

Journal Title or Book Title

Idiom

Volume

41

Issue

4

Version

Publisher's PDF

Publisher's Statement

Permission has been granted to include a copy of this article in DigitalCommons@Molloy.

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.

Related Pillar(s)

Study

Recommended Citation

Cohan, Audrey Ed.D; Honigsfeld, Andrea Ed.D.; Giouroukakis, Vicky Ph.D.; and Nenchin, Jacqueline Ph.D., "Collaboratively Partnering Schools and Colleges: A Classroom-Based Staff Development Model" (2012). Faculty Works: EDU (1995-2023). 44.
https://digitalcommons.molloy.edu/edu_fac/44