More than 14.5 percent of the population of Maryland’s Prince George’s County Public Schools (PGCPS) is comprised of students categorized as Limited English Proficient.
English-language learners now comprise more than five percent of Cincinnati’s school population—which has grown more than 500 percent in the past five years.
Using effective strategies to personalize the math learning experience is key to reaching all levels of learners, especially Spanish-speaking English Language Learners who vary in their English language abilities, math proficiency and personal circumstances.
For the 2007-08 school year, Deborah Cody, world language liaison for Pueblo City Schools in southern Colorado, was presented with a very good problem to solve.
“We set up new 30-station computer labs in our high schools and middle schools, and needed programs students could work on in them,” she says.
Since Lancaster School District (Calif.) is a K8 school system, Rebecca Cooksey, director of IT, knows that none of her students have optimal listening skills yet. “Students’ audio processing tracks are not fully developed until they are 15,” Cooksey says. And the 25 percent of Lancaster’s 14,000 students who are ELL face additional challenges in listening to and processing information presented orally by teachers.
A blended learning approach to English Language Learner instruction has been demonstrated to produce better results, and more quickly than classroom instruction only. Thesys International has developed an Acquired English Proficiency program that utilizes blended learning to improve reading, speaking, and writing skills for ESL students. The program emphasizes academic English and better prepares them for mainstream courses in much shorter time than the national average.