Date Approved
5-6-2002
Embargo Period
5-18-2016
Document Type
Thesis
Degree Name
M.A. in Learning Disabilities
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Urban, Stanley
Subject(s)
English language--Study and teaching--Foreign speakers
Disciplines
Disability and Equity in Education
Abstract
The purpose of this study was to determine best practices for teaching students with Limited English Proficiency (LEP) and to investigate the extent to which these are implemented in two Southern New Jersey Counties. An analysis of current educational research revealed eleven characteristics of successful programming and instruction for students with LEP.
A total of 113 questionnaires were sent to randomly selected schools within Salem and Cumberland counties and 56 were completed and returned. Of the 56 schools that returned questionnaires, 20 contained significant populations of students with LEP. Ninety percent of the schools were in compliance with state mandates regarding student identification and programming. The eleven elements of best practice were ranked by the respondents according to frequency of use.
Recommended Citation
Peterson, Alice Nezu, "The identification of best practices for teaching students with limited English proficiency and degree of implementation in Salem and Cumberland counties" (2002). Theses and Dissertations. 1497.
https://rdw.rowan.edu/etd/1497
