1. Recent Arrivals with Adequate Schooling
1.1. On page 24 of the textbook, recent arrivals with adequate are students such as Jose Luis, Guillermo, Patricia, and Farrah. These students seen previously in the case study had adequate schooling in their native countries. They also all had some recognition of English in their previous learning.
1.1.1. Recent arrivals (less than 5 years in U.S)
1.1.2. Typically in grades 2-12
1.1.3. Adequate schooling in native country
1.1.4. Soon catch up academically
1.1.5. May still score low on standardized tests given in English
1.1.6. Social and Economic factors can influence positively or negatively
2. Recent Arrivals with Limited/ Interrupted Formal Schooling
2.1. On page 25 of the textbook, Recent Arrivals with Limited/ Interrupted Formal Schooling are students such as Osman who did not have the opportunity to be in a stable form of schooling because he was a refugee and his family had to move around due to his home situation. Due to this he has little to no recognition of even his native language.
2.1.1. Recent arrivals (less than 5 years in U.S.)
2.1.2. Typically in grades 2-12
2.1.3. Interrupted or limited schooling in native country
2.1.4. Limited native language literacy
2.1.5. Below grade level in math
2.1.6. Poor academic acheivement
2.1.7. Social and Economic factors can influence positively or negatively
3. Freeman, D. E., & Freeman, Y. S. (2011). Between worlds: Access to second language acquisition (3rd ed.). Portsmouth, NH: Heinemann.
4. Long-Term English Learner
4.1. On pages 26-27 of the textbook, there are two types of long-term English learners known as Vaiven and Inconsistent/Subtractive schooling students. Carlos is an example of a Vaiven student due to his coming and going from Mexico and Texas. Alicia is an example of Inconsistent/subtractive student because her school in Michigan places her in all English classes for immersion with no native language support but is placed in bilingual support in Texas due to having different methods of teaching but her Native language may be lost.
4.1.1. 7 or more years in the U.S.
4.1.2. Typically in grades 6-12
4.1.3. Interrupted or limited schooling in native langauge and English
4.1.4. Some many get adequate grades but score low on tests
4.1.5. Struggle with content classes
4.1.6. Often have been retained and are at risk of dropping out
4.1.7. Are vaiven students or students with inconsistent/subtractive schooling
4.1.8. Have had ESL or bilingual instruction, but no consistent program
5. Potential Long-Term English Learner
5.1. On page 29 of the textbook, Salvador is an example of a potential long-term English learner because he is helped by those who surround him with full support and patience despite his unchanging struggles. He has potential that is seen through his efforts despite only speaking Spanish.
5.1.1. Recent arrivals in grades k-1
5.1.2. Students in grades K-5 who have lived in U.S. most of their lives and begin their schooling speaking a language other than English
5.1.3. Parents with low levels of education
5.1.4. Parents struggling financially and/or socially