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<h3>EdResearch<span> </span><span style="FONT-WEIGHT: normal; FONT-SIZE: 10pt">UC Santa Barbara</span></h3></td></tr>
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<div><span style="FONT-SIZE: 10pt; COLOR: #990000"><font face="Arial" size="4"><strong>Succeeding with English Language Learners: Lessons Learned from the Great City Schools</strong></font></span></div>
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<p align="left"><font size="2">Over the years, researchers and commentators of all sorts have devoted considerable attention to strategies and approaches for educating English Language Learners (ELLs), but little research has actually been done on how school districts have succeeded or failed </font></p>
</font></font><font size="2"><font lang="JA" face="TimesNewRomanPSMT"><font lang="JA" face="TimesNewRomanPSMT">with these students. Much of the work to date has been oriented </font></font><font face="TimesNewRomanPSMT"><font face="TimesNewRomanPSMT">around the investigation of various models of how ELLs might be </font></font><font lang="JA" face="TimesNewRomanPSMT"><font lang="JA" face="TimesNewRomanPSMT">immersed in English or transitioned to it. Unfortunately, these ef</font></font><font face="TimesNewRomanPSMT"><font face="TimesNewRomanPSMT">forts have been subjected to considerable philosophical and political contretemps that ultimately shed little light on what worked and </font></font><font lang="JA" face="TimesNewRomanPSMT"><font lang="JA" face="TimesNewRomanPSMT">didn’t work with this growing population of students. </font></font></font>
<p align="left"><font face="TimesNewRomanPSMT"><font face="TimesNewRomanPSMT"><font size="2">This study takes a different direction by asking a series of new questions: Are some school districts making progress in teaching ELLs? If so, what are these districts doing that others are not?</font></font></font></p>
</span><span style="FONT-SIZE: 10pt"><a href="http://www.cgcs.org/research/research_pub.aspx" target="_blank">More>></a></span></div>
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