Abstract

A substantial achievement gap, with culturally and linguistically diverse (CLD) students falling behind native-English-speaking White peers, has been widely documented in research as well as government reports. However, a corresponding discipline gap has not been evident due to the various labels and methods used for identifying specifically English learners (ELs) or Emergent bilingual (EB) students, variation in their proficiency levels of English, and the difficulty in determining who may or may not have a disability. Considerable work remains on how to raise the overall academic and behavior outcomes of EB students. This paper outlines best practices in a multi-tiered system of support and promotes an asset-based approach, which provides the foundation for educators to create equitable education opportunities.

摘要

研究和政府报告中广泛记录了巨大的成就差距，文化和语言多样化 (CLD) 学生落后于母语为英语的白人同龄人。然而，由于用于识别特定英语学习者 (EL) 或新兴双语 (EB) 学生的各种标签和方法、英语熟练程度的差异以及难以确定谁可以或可能没有残疾。关于如何提高 EB 学生的整体学业和行为成果，仍有大量工作要做。本文概述了多层次支持系统中的最佳实践，并提倡一种基于资产的方法，为教育工作者创造公平的教育机会奠定了基础。