a growing interest why esl students fail in schools why research esl students? churches make a...
TRANSCRIPT
Literature Review
A growing interest Why ESL students fail in schools Why research ESL students? Churches make a difference Negative effects (academic focus,
training/self-confidence, motivation)
Successfully meeting ESL needs
Effective ASPs
Warm and family-like atmosphere Involve students’ families Bridge communication gap
between schools and parents Meets students’ academic needs Academically and culturally
knowledgeable staff
Research Question
What characteristics are portrayed and strategies implemented in a church-based after-school program to meet the needs of the attending ESL students?
Methodology Case study 3 methods of data collection:
interviews, observations, and collection/study of documents (triangulation)
Data analyzed using the constant comparative method
Connections to literature, limitations, questions, findings and implications
Findings
History and overview Attendance and volunteers Funding Diversity Program description and routine ESL outreach (knowledge about personal
life, family involvement, cultural aspects, desire to attend, atmosphere, motivation, communication)
Limitations
Short amount of time for data collection (4 days, interviews, follow-up questions)
End-of-school-year activities Amount of parents who
participated More interviews of staff members
Questions
What are the specific needs of the attending ESL students, and how are schools/the ASP meeting or not meeting those needs?
Do parents want to be directly involved in school or the ASP?
Are there no noticeable academic benefits to the ESL students from attending the ASP?
Conclusion
Shows warm, comfortable, and supportive staff-student relationships
Situated in community, allowing for closer relationships and easier access to attend
Life values taught and sense of belonging created
Intimate, family-life quality Efforts made to engage and motivate students
to attend and work hard Tutors professionally trained in their work and
know how to confidently work with students
Implications
More knowledgeable about the ESL students’ personal lives and learn about their hardships and pressures in school
Students’ families included more to reinforce cultural ties
Literacy-rich activities that promote and enhance success in school
Systematic approach to promote students’ attendance and work ethic
Increase in communication with students’ mainstream teachers
Communication
COLLABORATION is KEY Program and staff members work
together to learn about ESL students’ lives outside schools
Use knowledge to create culturally relevant learning environments
Ensure optimal language and literacy support through communication
ASP staff meetings
Final Thought
Regardless of program, there are still some sort of benefits
Individual no set formula that can be completed to meet everyone’s needs
References Akiba, D. (2007). Ethnic retention as a predictor of academic success: Lessons from the
children of immigrant families and black children. The Clearing House, 80(5), 223-225. Retrieved from http://www.jstor.org/stable/30189923
Coates, G.D. (2008). After-school programs: A different kind of learning. Mathematics Teaching in the Middle School, 14(4), 242-244. Retrieved from http://www.jstor.org/stable/41182680
Grossman, J.B. (2002, October 23). Making after-school count. Education Week. Retrieved from http://www.edweek.org/ew/articles/2002/10/23/08grossman.h22.html
Halpern, R. (1999). After-school programs for low-income children: Promise and challenges. The Future of Children, 9(2), 81-95. Retrieved from http://www.jstor.org/stable/1602708
Lee, S.J. & Hawkins, M.R. (2008). “Family is here”: Learning in community-based after-school programs. Theory into Practice, 47, 51-58. Retrieved from http://www.jstor.org/stable/40071521
Mahoney, J.L., Parente, M.E., & Lord, H. (2007). After-school program engagement: Links to child competence and program quality and content. The Elementary School Journal 107(4), 385-404. Retrieved from http://www.jstor.org/stable/10.1086/516670
Posner, J.K. & Vandell, D.L. (1994). Low-income children’s after-school care: Are there beneficial effects of after-school programs? Child Development, 65(2), 440-456. Retrieved from http://www.jstor.org/stable/1131395
Shellenbarger, S. (2005, May 26). Choosing an after-school program: New research gives parents a guide. The Wall Street Journal. Retrieved from http://www.wsj.com/articles/SB111706351800943517
Shields, M.K. & Behrman, R.E. (2004). Children of immigrant families: Analysis and recommendations. The Future of Children, 14(2), 4-15. Retrieved from http://www.jstor.org/stable/1602791
Smith-Davis, J. (2004). The new immigrant students need more than ESL. Education Digest, 69(8), 21-26.