Responding to the Academic and Social Needs of English Language Learners in High Schools with Shifting Demographics
Author(s):
Bosworth, Tina M.
Format:
Thesis
Degree granted:
Ph.D.
Publisher:
Ann Arbor : The University of Wisconsin - Madison, 2012.
Pages:
254
Language:
English
Abstract:
The purpose of this study is to examine how high schools with shifting demographics respond to the academic and social needs of English language learners. Increasingly schools and teachers are asked to teach students who come from homes where English is not the primary language. The implications of shifting demographics impacts high school completion, opportunities are lost and high percentages of English language learners vanish in the educational pipeline. Within the present literature there is a dearth of research on how high schools are addressing the academic and social needs of their changing populations. My study used multiple site case study design, interviews, document and archival data collection to examine these schools. This study serves to provide other high schools and educators with empirical data and rich details about the actions schools take to support changing student populations. Principals, teachers and counselors engaged in a variety of practices to address the learning needs of English language learners. In addition, schools described in this study provided for English language learners' needs with a variety of structures such as supported academic courses, specialized courses and academic supports beyond the school day. Other supports included formal and informal opportunities for English language learners to become socially involved in school.