[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590882-105":59,"doc-detail-590882-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teaching-students-with-interrupted-formal-education-professional-educator","Teaching Students with Interrupted Formal Education - Professional Educator","","Professional educators in classroom, library, and counseling settings aim to ensure all students receive a rich, well-rounded education. The article explains how to support students with interrupted formal education (SIFE), focusing on real classroom challenges such as multilingual transitions, missed schooling, scheduling barriers, and gaps in academic English. It presents four student examples and outlines systemic and academic supports to improve learning, confidence, and program fit.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-students-with-interrupted-formal-education-professional-educator/590882/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-students-with-interrupted-formal-education-professional-educator/590882.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What challenges define students with interrupted formal education (SIFE)?","Question",{"text":112,"@type":113},"SIFE students often come from widely varied backgrounds and may miss significant periods of schooling. They also frequently face gaps in academic English and content knowledge, which can hinder school success.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is scheduling a major issue when supporting students with limited English?",{"text":117,"@type":113},"Language development requires multiple English class periods, making it harder to meet curricular requirements for other subjects. This can overwhelm students and strain schools’ ability to provide complete programs.",{"name":119,"@type":110,"acceptedAnswer":120},"What systemic support structure is described in the article?",{"text":121,"@type":113},"At Christopher Columbus High School, ELL teachers met twice weekly during a professional period. Meetings included case conferencing to address academic or behavioral challenges with specific students, supported by a teacher center representative.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590882,1792720128,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","SUPPORTING ELLs  \nTHE PROFESSIONAL EDUCATOR  \nILLUSTRAT IONS BY VIKTOR KOEN  \nTeaching Students with Interrupted Formal  \nEducation  \nProfessional educators—in the classroom, library, counseling center, or anywhere in between—share one overarching goal: ensuring all students receive the rich, well-rounded education they need to be productive, engaged citizens. In this regular feature, we explore the work of professional educators—their accomplishments and their challenges—so that the lessons  \nthey have learned can benefit students across the country. After all, listening to the professionals who do this work every day is a blueprint for success.  \nBy Christine Rowland  \nF  \nor 23 years, I had the good fortune to work with high school students from a wide range of language backgrounds and widely differing circumstances. What they all had in common was that they were developing competence and con-  \nfidence in academic English. One of the challenges in teaching them was that some students had traveled back and forth between the United States and their country of origin, alternating between school systems and languages, and frequently missing periods of formal schooling entirely. Throughout my career in the Bronx, New York, I developed ideas on how to best support these students, commonly known as students with interrupted formal education (SIFE) .  \nAlthough I am now retired from teaching, I still remember many of my former students extremely well. In addition to my  \nChristine Rowland is a retired English as a second language teacher in the New York City public schools, a former staff development specialistfor the New York City Department of Education, a former English language learner specialist with the United Federation of Teachers (UFT), anda former UFT Teacher Center site staffmember.  \nwork as a classroom teacher, I also facilitated professional development for a number of years, by supporting teachers of English language learners (ELLs) in helping their students succeed.  \nStudent Variation  \nAmong the challenges of supporting SIFE includes the fact that they come from vastly different backgrounds and experiences. For the purposes of this article, I will introduce four of my former students. To protect their privacy, I have changed their names.  \nManuel was born in the United States and holds a U.S. passport. His family had decided to move back to Mexico when he was 6 years old. One of eight children, Manuel and his family lived in a rural area in Mexico. When he enrolled in high school, his walk to school took three hours each way. Deciding it was too long of a commute, his family sent him to the Bronx to live with a relative. Upon his arrival, Manuel entered the 10th grade. He had spent only first grade in the United States and had attended grades 2 through 8 in Mexico. But when he returned to New York to complete high school, he had effectively missed at least a year and a half of schooling. Also, his English was poor, and he lacked the academic English and content knowledge necessary for school success.  \n12 AMERICAN EDUCATOR | SPRING 2020  \nAmira was born in Bangladesh and spoke Bengali as her first language. She attended school there for several years and learned to read and write in Bengali. But atthe age of 11, she left school to help out at home. When she was 15, her family won the green card lottery and moved to the Bronx, where she entered high school after having missed three years of school completely.  \nJorge was born in Ecuador and spent his early years there. He and his family moved to the United States for a couple of years, then returned to Ecuador for a couple more years, before ultimately returning to New York when he was 15. When he entered my class in the second semester of 10th grade, he tested at the fourth-grade level in Spanish.  \nLike quite a few of our students, Melita came from Kosovo. Because she and her family hid for periods of time amid the violence there, Melita had missed close to two ","cbCaihGAws8Yr00Z","https://ap.wps.com/l/cbCaihGAws8Yr00Z","pdf",261323,"English","# Student Variation\n## Supports for SIFE\n### Systemic Supports","[{\"question\":\"What challenges define students with interrupted formal education (SIFE)?\",\"answer\":\"SIFE students often come from widely varied backgrounds and may miss significant periods of schooling. They also frequently face gaps in academic English and content knowledge, which can hinder school success.\"},{\"question\":\"Why is scheduling a major issue when supporting students with limited English?\",\"answer\":\"Language development requires multiple English class periods, making it harder to meet curricular requirements for other subjects. This can overwhelm students and strain schools’ ability to provide complete programs.\"},{\"question\":\"What systemic support structure is described in the article?\",\"answer\":\"At Christopher Columbus High School, ELL teachers met twice weekly during a professional period. Meetings included case conferencing to address academic or behavioral challenges with specific students, supported by a teacher center representative.\"}]","Teaching Students with Interrupted Formal Education - Professional Educator | PDF",1792070652]