Serving ELLs with Limited or Interrupted Education: Interventions that Work
Marshall, Helaine W.
MI: University of Michigan Press
TESOL Journal v.1 n.1, March 2010, 49-70 pages
This article is based on the results of a 5-month intervention in one high school class of ELLs with limited or interrupted formal education using an instructional model developed by the authors. Findings indicate that through the implementation of this instructional model, the teacher in this study was able to facilitate students’ transition to the U.S. educational system.