Abstract
Many students in English-speaking contexts who are new to the English language have to acquire proficiency in the language, and at the same time learn a range of academic content, some of which is very unfamiliar. The Prism model defines factors that allow for predictions to be made regarding English learners’ degree of second language acquisition in an academic context. In this chapter, the authors describe in detail the components and dimensions of the Prism model and describe several currently popular types of education programs for English language learners in the United States in terms of their degree of adherence to the model. Finally, we compare the predictions of the Prism model, using predicted rankings of relative program success, to the actual measured effectiveness of each program in producing varying degrees of English learners’ achievement gap closure with mother tongue-English speakers.
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References
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Collier, V.P., Thomas, W.P. (2007). Predicting Second Language Academic Success in English Using the Prism Model. In: Cummins, J., Davison, C. (eds) International Handbook of English Language Teaching. Springer International Handbooks of Education, vol 15. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-46301-8_24
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DOI: https://doi.org/10.1007/978-0-387-46301-8_24
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