Center for Research on Education, Diversity & Excellence
Project Descriptions
Language Learning and Academic Achievement
This program cluster looked closely at several programmatic approaches in schools with linguistically and culturally diverse students. The projects 1) examined the effectiveness of a number of distinct educational programs designed to meet the needs of limited English proficient (LEP) students at both elementary and secondary levels; 2) described programmatic features and instructional strategies that facilitate the acquisition of English for academic purposes among LEP students so they can benefit fully from instruction through English; and 3) identified the professional development needs of educators working within these approaches. These studies deepened our understanding of successful programs and practices and provided guidance to educators and policymakers to enable them to meet the educational needs of LEP students.
A National Study of School Effectiveness for Language-Minority Students' Long-Term Academic Achievement
Virginia P. Collier and Wayne P. Thomas, George Mason University
This study worked with 10 different school districts across the country that have large numbers of language minority students, maintain well-collected longitudinal databases on these students, and provide many services for them. The study focused on the length of time language minority students need to become academically successful in a second language and the student, program, and instructional variables that influence their academic achievement.
Learn more on the CREDE Web site hosted by UC Berkeley.
Two-Way Immersion - CAL Project
Donna Christian, Center for Applied Linguistics
Fred Genesee, McGill University
Additional Contacts: Kathryn Lindholm-Leary, San Jose State University; Liz Howard and Julie Sugarman, Center for Applied Linguistics
This study continued the research conducted on two-way bilingual immersion by the National Center for Research on Cultural Diversity and Second Language Learning. This study examined instructional outcomes (English-language attainment), student populations (at-risk English proficient students), and long-term effects (elementary two-way immersion program graduates in secondary grades), and documented program implementation in schools across the country.
The Effects of Sheltered Instruction on the Achievement of Limited English Proficient Students - CAL Project
Jana Echevarria, California State University, Long Beach
Deborah Short, Center for Applied Linguistics
This project: 1) developed an explicit model of sheltered instruction; 2) used that model in four large urban districts to train teachers in effective sheltered strategies; and 3) conducted field experiments and collecting data to evaluate teacher change as well as the effects of sheltered instruction on LEP students' reading achievement and English language development.
Newcomers: Language and Academic Programs for Recent Immigrants - CAL Project
Deborah Short, Center for Applied Linguistics
Additional Contact: Beverly Boyson, Center for Applied Linguistics
This study documented newcomer programs for recently arrived secondary students with limited English proficiency and the ways in which these programs promote student transitions into U.S. schools. The study identified secondary-level newcomer programs, examined their administrative, instructional, and sociocultural features, and compared their programs with traditional programs serving LEP students.
Upscaling For Transition: Instructional and Schoolwide Factors to Support Latino Students' Transition From Spanish to English Instruction
Claude Goldenberg and William Saunders, California State University, Long Beach
Ronald Gallimore, UCLA
This project examined what settings are most important for assisting students to make a successful transition from native language (Spanish) to mainstream English instruction, and what settings assist schools in adopting and using an effective transition program. This research was designed to ensure that schools across the nation can adopt and implement model transition programs.
Learn more on the CREDE Web site hosted by UC Berkeley.
The Sociocultural Context of Hawaiian Language Revival and Learning
Lois Yamauchi, University of Hawaii
The Native Hawaiian Language Immersion Program of the State of Hawaii offered a unique opportunity for documenting the issues involved in native language revival and instruction. This project evaluated the program; interviewed participants and community members; and collected products and other items in order to document this adventurous and controversial program from a full variety of sociocultural perspectives.
Learn more on the CREDE Web site hosted by UC Berkeley.
