WorldCat Identities

Antunez, Beth

Overview
Works: 10 works in 16 publications in 3 languages and 420 library holdings
Roles: Author
Classifications: LC3715, 370.115
Publication Timeline
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Most widely held works by Beth Antunez
The Preparation and Professional Development of Teachers of English Language Learners by Beth Antunez( )

2 editions published in 2002 in English and held by 226 WorldCat member libraries worldwide

The population of school-aged English language learners (ELLs) has consistently and significantly increased over the past decade, transforming U.S. public schools, instruction, and teacher preparation. This digest discusses the need for increased numbers of teachers of ELLs and the particular linguistic and academic characteristics of ELLs. It focuses on: teacher supply and demand (the need for teachers of ELLs is particularly acute, and while percent of U.S. teachers have taught ELLs, less than 13 percent have received any training or professional development in the area); requirements for preparing teachers of ELLs (bilingual education, English as a Second Language, and mainstream education); and addressing the need (several organizations have developed standards to delineate what teachers of ELLs should know and be able to do, and these standards include such elements as proficiency in two languages, understanding of the impact of students' cultures on their learning, and assisting students in the development of their language abilities). The digest concludes that efforts are now being concentrated in the implementation of programs that incorporate the elements of effective preparation and professional development of teachers of ELLs. (Contains 14 references.) (SM)
If your child learns in two languages : a parent's guide for improving educational opportunities for children acquiring English as a second language by Nancy Zelasko( Book )

4 editions published in 2000 in English and held by 91 WorldCat member libraries worldwide

This guide, in English, Spanish, and Vietnamese, aims to inform parents of students who have learned or are learning English as a Second Language about appropriate approaches for educating children so that they can work with schools to ensure a high quality education for their children. The emphasis is on explaining the laws, schools, and research related to the education of the English language learners (ell). It is hoped that this information will help parents understand and participate in the education of their ell child. Covered topics include the following: the benefits of learning two languages, how parents can determine if the school is meeting the academic needs of their children, what the characteristics of effective schooling for ELLs are, how schools determine if a child needs English-as-a-Second-Language (esl) help, the academic requirements of esl students, federal policies and programs that can assist parents in monitoring the quality of the education schools are providing, a comparison of educational systems in the United States with those in other countries, and where additional information can be found. Thirteen sources of additional resources are provided. (Kft)
An overview of the preparation and certification of teachers working with Limited English Proficient (LEP) students by Kate Menken( Book )

2 editions published in 2001 in English and held by 88 WorldCat member libraries worldwide

This study combined survey data with qualitative analysis to explore the preservice preparation of teachers of English language learners (ELLs). The American Association of Colleges for Teacher Education disseminated surveys to member institutions and Web site users, examining the breadth and depth of preparation programs for such teachers. The National Clearinghouse for Bilingual Education compared survey findings to its analysis of both state level bilingual education teacher licensure requirements and the content of courses required by institutions for degrees/licensure in bilingual education. Licensure and course requirements were categorized by areas of knowledge, revealing that while typically emphasizing the areas of pedagogy and cultural/linguistic diversity, linguistics received less emphasis at both state and institutional levels. There was great variance in how states mandated requirements for bilingual education teacher licensure, though state requirements did impact institutions' programming. Programs varied in the depth of their coverage of areas of knowledge, with bachelor's programs more likely to cover studies within an area of knowledge through a broad overview or survey course combining various topics within one course. Very few higher education institutions offered programs that specifically prepared bilingual education teachers. Even fewer required preparation for mainstream teacher regarding ELL education
English language learners in the great city schools : survey results on students, languages and programs by Beth Antunez( Book )

1 edition published in 2003 in English and held by 5 WorldCat member libraries worldwide

The Council of the Great City Schools conducted a survey to study the numbers and characteristics of English language learners (ELLs) in member school districts. Bilingual education directors in the organization's 58 cities were asked to use data for the 2001-2002 school year to provide information about ELLs in their districts. Responses were received from 36 member districts (62%). Survey findings show that U.S. urban schools enrolled approximately 1,211,000 English language learners, about 31% of all ELLs in the country. Ten districts had ell enrollments over 25,000, and six districts had ell enrollments over 50,000. Spanish was the native language of 86.3% of the ELLs in these districts, followed by Hmong at 2.9%. Thirty-five school districts had net increases in the number of ELLs between 1998-1999 and 2000-2001, and 10 districts had net decreases. Nationwide, the percentage of ELLs is increasing. The most frequently offered program for these students in responding districts was Sheltered English as a Second Language (esl), and pullout or self-contained esl was the second most common option. Sixty-eight percent of districts offered dual language programs; most of these were offered only for Spanish-speaking students. ELLs are being assessed in the responding school districts, and 34 districts specified the instruments they are using. The most common accommodations include additional time to complete the examinations and the use of bilingual dictionaries or glossaries. (Sld)
Si su ninõ aprende en dos idiomas by Nancy Zelasko( Book )

2 editions published between 1981 and 2000 in Spanish and held by 3 WorldCat member libraries worldwide

Assessing English Language Learners in the Great City Schools by Beth Antunez( Book )

1 edition published in 2003 in English and held by 3 WorldCat member libraries worldwide

This document attempts to clarify the issues surrounding the assessment of English language learners (ELLs) for school board members, administrators, teachers, parents, and community members in school districts that are members of the Council of the Great City Schools. These school districts enroll more than 30% of all ELLs in the United States. The report is the result of meetings of the bilingual education directors of the Council and the organization's Task Force on Bilingual Immigrant and Refugee Education. The document serves as a reference to the provisions of the federal No Child Left Behind Act that pertain to the assessment of ELLs. It provides profiles of available English language proficiency assessments, and provides information on native language assessment and accommodations available for ELLs taking the academic achievement tests in English. The report also summarizes current concerns about the validity and reliability of current ell assessments. Recommendations are made for test developers, teachers, researchers, policymakers, state education agencies, and local education agencies. An appendix describes the Council of the Great City Schools. (Contains 3 tables and 10 references.) (Sld)
Neû́ Con Baṇ Hoc̣ Ban̂̀g Hai Thu Tieng by Nancy Zelasko( Book )

1 edition published in 2000 in Vietnamese and held by 2 WorldCat member libraries worldwide

Title III of No Child Left Behind A Status Report from the Great City Schools, Fall 2004 by Beth Antunez( Book )

1 edition published in 2004 in English and held by 1 WorldCat member library worldwide

The federal government has played a role over the years in providing resources to school districts, colleges and universities, and research and technical assistance centers for the purpose of transitioning students to English. The evolving educational standards movement and No Child Left Behind (NCLB) have begun to reshape how the federal government conceives of and supports programs for elementary and secondary school students whose native language is not English. The Council of the Great City Schools conducted a survey of its members in February 2004 to determine how Title III of No Child Left Behind was being implemented. The survey was developed with substantial input from the organization's Task Force on Bilingual, Immigrant, and Refugee Education and its bilingual and ESL staff directors. The three-page survey sought information on funding and services provided under Title III and data on what districts expected to achieve with the new funding. Forty-seven member districts (77 percent) responded with data from their 2003-2004 school year, the second year of NCLB. Results were compiled and analyzed during the spring and summer of 2004. This paper is based on the results of the survey and gives an early status report on how Title III of NCLB is being implemented in America's major urban schools. Appended are: (1) Districts Returning Surveys and Contact Information; (2) Survey Form; and (3) About the Council of the Great City Schools. (Contains 6 graphs and 9 tables.)
The Preparation and Professional Development of Teachers of English Language Learners. Eric Digest by Beth Antunez( Book )

1 edition published in 2002 in English and held by 1 WorldCat member library worldwide

The population of school-aged English language learners (ELLs) has consistently and significantly increased over the past decade, transforming U.S. public schools, instruction, and teacher preparation. This digest discusses the need for increased numbers of teachers of ELLs and the particular linguistic and academic characteristics of ELLs. It focuses on: teacher supply and demand (the need for teachers of ELLs is particularly acute, and while percent of U.S. teachers have taught ELLs, less than 13 percent have received any training or professional development in the area); requirements for preparing teachers of ELLs (bilingual education, English as a Second Language, and mainstream education); and addressing the need (several organizations have developed standards to delineate what teachers of ELLs should know and be able to do, and these standards include such elements as proficiency in two languages, understanding of the impact of students' cultures on their learning, and assisting students in the development of their language abilities). The digest concludes that efforts are now being concentrated in the implementation of programs that incorporate the elements of effective preparation and professional development of teachers of ELLs. (Contains 14 references.) (Sm)
Implementing reading first with English language learners by Beth Antunez( )

1 edition published in 2002 in English and held by 0 WorldCat member libraries worldwide

This document discusses adapting the new federal mandates for teaching reading to children for whom English is a second language. It points out that the research on which the federal mandates was based did not include any students learning to speak English
 
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Audience level: 0.48 (from 0.20 for Neû́ Con ... to 1.00 for Implementi ...)

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