Linnea Hempel de Valdez
The central research question of this capstone project was How can English learners with limited or interrupted formal education best be supported at the secondary level? Students with limited or interrupted formal education (SLIFE) have unique needs that differ from other English learners. As more English learners with limited or interrupted formal education enter U.S. middle and high schools, it has become increasingly important to consider how to best serve this student population. The author conducted a review of the literature on SLIFE and examined best practices for teaching SLIFE. Although SLIFE have needs that differ from other English learners, most are placed in traditional ESL or mainstream classrooms. The review of the literature revealed a significant gap in teacher preparation for working with SLIFE. In order to address this gap, the author created a two-part professional development series for middle and high school educators that provides an introduction to serving the needs of SLIFE. The professional development series provides an overview of differing learning paradigms and strategies for supporting SLIFE. The project includes an interview tool for identifying students who may be SLIFE. The author concludes that teacher preparation programs should include curricula on working with SLIFE for all teachers, and school districts should provide training for all teachers and staff who work with SLIFE. (233 words)
At-risk Students, ESL/ ELLs, Multicultural Education
Christensen, Frances, "Engaging, Supporting, and Scaffolding Instruction for Students With Limited or Interrupted Formal Education (SLIFE)" (2018). School of Education and Leadership Student Capstone Projects. 197.
School of Education Student Capstone Projects