English Language Learners with Low Native Language Literacy: A Profile and an Intervention in New York City

Abstract

Students with Interrupted Formal Education (SIFE) are a growing population nationwide, and they have, according to some sources (e.g., DeCapua, Smathers, & Tang, 2010; Advocates for Children of New York, 2010), a higher dropout rate than mainstream English Language Learners (ELL), thereby constituting one of the most at-risk student groups in the nation. Yet few studies so far have investigated the educational needs of SIFE. this paper reports on two SIFE studies commissioned by the New York City Department of Education (NYC DOE). The first sought to characterize the typical SIFE by investigating in detail the native language and literacy abilities of 98 Spanish-speaking SIFE in five New York City schools. It was found that SIFE have typically developing oral and aural language abilities, but show serious lacunae in academic reading and vocabulary skills in the native language. Based on this profile, we recommended an additional school year and a specialized curriculum for SIFE upon entering high school. the second study describes this specialized program, named Bridges for Academic Success, specifically designed for SIFE and implemented in three high schools across New York City.