| Abstrakt: |
AbstractWhile the majority of English language learners are found in elementary schools, an alarming number of these students are entering secondary schools. These secondary students are long-term English learners, students who have been in U.S. schools for seven years or longer. Long-term English learners struggle with academic success, and educators need to find ways to support them. In this article, the effects of teaching academic vocabulary and concepts to 10thgrade Hispanic long-term English learners in a language arts class at a large, South Texas high school were explored. The data collection included student documents, classroom observations, and interviews. The article explains that although teaching the academic vocabulary and concepts of language arts was somewhat effective in helping long-term English learners be successful in their English language arts class, these students still need a great amount of scaffolding and monitoring combined with additional time to be consistently successful. |
