Multilevel Collaboration for English Learners: An Asian American Perspective
This chapter, based on the author's research findings and field observations, discusses what is needed in order for key players to initiate, implement, and sustain the multilevel collaborations necessary to help Asian American learners who are not traditionally perceived as model minority students; approach their district's accepted levels of English oral language fluency; repeatedly score below the 36th or 40th percentile on statewide tests; are from families with low or middle socioeconomic status; and may or may not have school-identified learning disabilities. The author first sets forth a theoretical framework for multilevel collaborations, then explores the possibilities of a reconceptualized partnership based both within and beyond school confines. The chapter concludes with an examination of several contexts in which multilevel collaborations seem necessary and promising.
Chang, J. (2003).
Multilevel Collaboration for English Learners: An Asian American Perspective.
In G.G. García (Ed.), English Learners (pp. 259-285). Newark, DE: International Reading Association.