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In: Transforming Schools for English Learners: A Comprehensive Framework for School Leaders

Chapter 2: Developing a Rationale for Programming by Understanding Key Historical Events, Principles, and Program Model Types

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Developing a Rationale for Programming by Understanding Key Historical Events, Principles, and Program Model Types
Developing a rationale for programming by understanding key historical events, principles, and program model types

When Olivier moved from Cape Verde to Massachusetts, his mother enrolled him in a neighborhood school with the help of a relative who could speak English. The school's guidance counselor welcomed Olivier and his family and provided him with a class schedule. The schedule did not include anything to address his lack of English. Rather, it was the same one that his English-fluent peers received. It was felt that Olivier should be treated like everyone else. By the end of the first week, both Olivier and his teachers were very frustrated. The teachers weren't sure how ...

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