The Academic Needs of the Native Spanish-Speaking English Language Learner under the No Child Left Behind Act (NCLB)
School of Education
Integrated Studies: Elementary--Teacher Certification
Primary Subject Area
Education, Bilingual and Multicultural
English Language Learner (ELL), Spanish, No Child Left Behind Act (NCLB), Classroom Arrangement Methods
Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Educational Assessment, Evaluation, and Research
Whicker, Amy J., "The Academic Needs of the Native Spanish-Speaking English Language Learner under the No Child Left Behind Act (NCLB)" (2008). Senior Honors Theses. 57.
The instructional demands and pressures placed on today’s educators are constantly increasing, influenced by national and state learning standards, assessments, and changing student demographics. More specifically, the standards of Adequate Yearly Progress (AYP) set by the No Child Left Behind Act (NCLB) require academic gains to be made yearly by all students, including those with significant learning hurdles, such as the language acquisition difficulties faced by English Language Learners (ELLs). While the future of the NCLB Act is debatable, the necessity of effective classroom arrangements and instructional methods is indubitable. In addition, because the majority of this ELL population is made up of native Spanish speakers, a mainstream teacher’s knowledge of the Spanish language proves pertinent in order to better differentiate and individualize instruction.
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons