"It's Difficult because of the Language": A Case Study of the Families Promoting Success Program in the Los Angeles Unified School District

Autor/inn/en	Collier, Shartriya; Auerbach, Susan
Titel	"It's Difficult because of the Language": A Case Study of the Families Promoting Success Program in the Los Angeles Unified School District
Quelle	In: Multicultural Education, 18 (2011) 2, S.10-15 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Program Design; Federal Legislation; Program Improvement; Second Language Learning; Family Literacy; Family Programs; Program Effectiveness; School Districts; Learning Processes; Scores; Language Role; Native Language; Case Studies; Program Descriptions; Cultural Background; State Standards; Low Achievement; Achievement Tests; English (Second Language); Workshops; Bilingualism; Parent Participation; Achievement Gains; California + Suchen Sie Ihr Suchwort? Programme design; Programmaufbau; Programmplanung; Bundesrecht; Zweitsprachenerwerb; Family program; Familienprogramm; School district; Schulbezirk; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Unterdurchschnittliche Leistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; English as second language; English; Second Language; Englisch als Zweitsprache; Lernwerkstatt; Schulung; Bilingualismus; Elternmitwirkung; Achievement gain; Leistungssteigerung; Kalifornien
Abstract	The social nature of language learning and development has been widely acknowledged, as has the importance of family relationships in language learning processes. The role that the first language plays in the literacy development of English language learners (ELLs) and their families is irrefutable. Advocates of family literacy programs have recognized the importance of integrating the first language and culture of both parents and students who speak English as a second language. This is a particular challenge today, given not only Proposition 227 in California but the high-stakes accountability demands of "No Child Left Behind" (NCLB) and subsequent federal legislation and the low performance of English language learners on the California Standards Test (CST) in reading and writing. In response to the high proportion of Program Improvement schools failing to meet test score targets under NCLB, the Parent Unit of Los Angeles Unified School District's (LAUSD) Local District X started the Families Promoting Success (FPS) program in 2007. This unique family literacy program consisted of a series of highly focused workshops targeted exclusively for parents of students who scored Basic, Below Basic, or Far Below Basic on the CST (mainly English Learners). This multiple case study highlights the role of language in the development of the program at four sites. Specifically, this study examines the role of families' first language (L1) in the program, modifications made to promote the parents' understanding, and the incorporation of bilingual approaches in program design and implementation. (Contains 2 tables and 1 note.) (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10