The Florida Reading Journal
Rapidly growing numbers of linguistically and culturally diverse students in U.S. schools and increased accountability measures in the nation’s education have drawn the attention of educational practitioners and researchers to determining effective instructional models and practices designed to meet academic needs of these students. English language learners (ELLs) with weak educational backgrounds and limited literacy in native languages, or Students with Interrupted Formal Education (SIFE), find themselves at a disadvantage compared to not only their English speaking peers but other ELL subgroups as in addition to developing English language proficiency while simultaneously studying the required grade-level disciplines, ELLs who are also SIFEs are challenged to perform triple the work of bridging the gaps in knowledge and literacy they failed to learn in their home countries. This article addresses the unique challenges the ELL SIFE students face as they advance their academic careers through the nations’ system of education, particularly at the high school level. The article gives recommendations on promising educational practices, including innovating approaches and strategies to support and supplant effective literacy instruction for these students.
Ross, David B. and Ziemke, Lyudmyla, "Promising Literacy Practices for Students with Interrupted Formal Education in Achieving Competence with Academic Language Across Disciplines" (2016). Faculty Articles. 242.