Hostname: page-component-745bb68f8f-d8cs5 Total loading time: 0 Render date: 2025-01-27T12:45:58.587Z Has data issue: false hasContentIssue false
  • English
  • Français

Supporting students with limited or interrupted formal education (SLIFE): Effective policies, practices, and programs

Published online by Cambridge University Press:  28 July 2023

Jamie Morgan ,
Meg Montee  and
Francesca Di Silvio
Jamie Morgan*
Affiliation:
Center for Applied Linguistics, Washington, DC, USA
Meg Montee
Affiliation:
Georgetown University, Washington, DC, USA
Francesca Di Silvio
Affiliation:
Center for Applied Linguistics, Washington, DC, USA
*
Email: jmorgan@cal.org
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Research in Progress
Information
Language Teaching , Volume 56 , Issue 4 , October 2023 , pp. 562 - 565
Check for updates
Copyright
Copyright © The Author(s), 2023. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bajaj, M., & Suresh, S. (2018). The “warm embrace” of a newcomer school for immigrant & refugee youth. Theory into Practice, 57(2), 91–98. https://doi.org/10.1080/00405841.2018.1425815CrossRefGoogle Scholar
Barba, Y. C., Newcombe, A., Ruiz, R., & Cordero, N. (2019). Building bridges for new immigrant students through asset-based consultation. Contemporary School Psychology, 23, 31–46. https://doi.org/10.1007/s40688-018-00212-1CrossRefGoogle Scholar
Cohan, A., & Honigsfeld, A. (2017). Students with interrupted formal education (SIFEs): Actionable practices. NABE Journal of Research and Practice, 8(1), 166–175. https://doi.org/10.1080/26390043.2017.12067802CrossRefGoogle Scholar
DeCapua, A., & Marshall, H. W. (2010). Serving ELLs with limited or interrupted education: Intervention that works. TESOL Journal, 1(1), 49–70. https://doi.org/10.5054/tj.2010.214878CrossRefGoogle Scholar
DeCapua, A., & Marshall, H. W. (2011). Breaking new ground: Teaching students with limited or interrupted formal education in U.S. Secondary schools. University of Michigan Press.CrossRefGoogle Scholar
DeCapua, A., Marshall, H. W., & Tang, L. F. (2020). Meeting the needs of SLIFE: A guide for educators (2nd ed.). University of Michigan Press.CrossRefGoogle Scholar
Drake, K. (2017). Competing purposes of education: The case of underschooled immigrant students. Journal of Educational Change, 18, 337–363. https://doi.org/10.1007/s10833-017-9302-3CrossRefGoogle Scholar
Fleischman, H. L., & Hopstock, P. J. (1993). Descriptive study of services to limited English proficiency students. Development Associates.Google Scholar
Flores, E. (2022). Students with interrupted formal education: Empowerment, positionality, and equity in alternative schools. TESOL Journal, 13(1), 1–16. https://doi.org/10.1002/tesj.602CrossRefGoogle Scholar
Fry, R. (2005). The higher dropout rate of foreign-born teens: The role of schooling abroad. Pew Hispanic Center. Retrieved from https://www.pewresearch.org/hispanic/2005/11/01/the-higher-drop-out-rate-of-foreign-born-teens/Google Scholar
Hos, R. (2020). The lives, aspirations, and needs of refugee and immigrant students with interrupted formal education (SIFE) in a secondary newcomer program. Urban Education, 55(7), 1021–1044. https://doi.org/10.1177/0042085916666932CrossRefGoogle Scholar
Hos, R., Murray-Johnson, K., & Correia, A. (2019). Cultivating capital for high school newcomers: A case study of an urban newcomer classroom. Journal of Ethnic and Cultural Studies, 6(1), 101–116. https://doi.org/10.1080/26390043.2017.12067802CrossRefGoogle Scholar
Olivares-Orellana, E. (2020). More than an English language learner: Testimonios of immigrant high school students. Bilingual Research Journal, 43(1), 71–91. https://doi.org/10.1080/15235882.2019.1711463CrossRefGoogle Scholar
Potochnick, S. (2018). The academic adaptation of immigrant students with interrupted schooling. American Educational Research Journal, 55(4), 859–892. https://doi.org/10.3102/0002831218761026CrossRefGoogle Scholar
Supplementary material: Image

Morgan et al. supplementary material

Morgan et al. supplementary material 1

Download Morgan et al. supplementary material(Image)
Image 2.3 MB
Supplementary material: File

Morgan et al. supplementary material

Morgan et al. supplementary material 2

Download Morgan et al. supplementary material(File)
File 26.1 KB