| Publication Type |
honors thesis |
| School or College |
College of Education |
| Department |
Educational Leadership & Policy |
| Thesis Supervisor |
Nola Lodge |
| Honors Advisor/Mentor |
L. Jackson Newell |
| Creator |
Perez, Della Ruth Espenoza |
| Title |
Evolution of program models for limited English proficient students in the Salt Lake City School District |
| Date |
1996-06 |
| Year graduated |
1996 |
| Description |
This Senior Honors Thesis focused on the Evolution of program models for Limited English Proficient Students in the Salt Lake City School District. I conducted an in depth analysis of the programs that previously existed, those currently in practice and future revisions to current programs. Areas of focus were: the advantages/ disadvantages of particular models and reasons for adaptations or changes to these models within the Salt Lake City School District In Phase I of this thesis, I defined who the Linguistically Diverse students were and how they were identified in the public school system. Phase II of the analysis described the initial program model implemented in 1974 within the Salt Lake District to; meet the needs of linguistically diverse students. Phase III described the current program model which was designed to meet the needs of the growing number of multiple languages speakers that have impacted the Salt Lake City School District since the early 1980's. The final phase of my thesis, Phase IV, focused on the current issues confronting the State of Utah. Salt Lake City School District was in the process of revising the existing program model for compliance with the mandated Office of Civil Rights laws concerning the proper education of Limited English Proficient Students. This phase outlined the steps the district took to meet the needs of Limited English Proficient students under the law. However, as this student population continues to grow in the Salt Lake City School District, awareness of social and legal issues also need to expand. Ideally, limited English proficient students would best be served within the classroom environment. Yet in order to do this, regular classroom teachers need to be properly trained in teaching these students and be supported by specialists in the field. The Salt Lake City School District has taken important steps toward such a program model by requiring all teachers of Limited English Proficient students to be endorsed in English as a Second Language instruction by the year 1999 - 2000. |
| Type |
Text |
| Publisher |
University of Utah |
| Subject |
English language -- Study and teaching (Elementary) -- Utah -- Salt Lake City -- Foreign speakers |
| Language |
eng |
| Rights Management |
(c) Della Ruth Espenoza Perez |
| Format Medium |
application/pdf |
| ARK |
ark:/87278/s6cc56zn |
| Setname |
ir_htca |
| ID |
1368373 |
| Reference URL |
https://collections.lib.utah.edu/ark:/87278/s6cc56zn |
