This study explored how school, university, and community partners provided language support to K-12 students whose first language was something other than English. Six English as a second language (ESL) supervisors representing six Virginia school divisions were asked to describe school-university language partnerships. Research questions were: According to ESL supervisors, how do PK-12 public school divisions and institutions of higher education collaborate on behalf of students whose first language is not English? What do ESL supervisors perceive as ways in which current partnerships could be improved and expanded? Tape-recorded interviews were transcribed and analyzed along with information available through the divisions’ websites and the Virginia Department of Education. The larger and more established programs offered a greater range of services supported by school-university partnerships compared to smaller and newer programs. Implemented programs represented a variety of theoretical approaches, including bilingual education, sheltered English, dual language, and High Intensity Language Training. All rural, urban, and suburban programs demonstrated creative efforts for leveraging resources via school-university partnerships. The research was conducted over a period of five years and the findings provided a foundation of need from which to develop an ESL dual endorsement program at a university in eastern Virginia. The research underscores the importance of longitudinal school, university, and community collaboration and research.
McEachron, G. A., & Martin, J. (2012). Responding to the Need for Language Support: Partnership in Primary, Secondary and Tertiary Education. PRISM: A Journal of Regional Engagement, 1 (2). Retrieved from http://encompass.eku.edu/prism/vol1/iss2/6