Language minority students in the mainstream classroom / Angela L. Carrasquillo and Vivian Rodriguez.

Format:

Book

Author/Creator:

Carrasquillo, Angela.

Contributor:

Rodríguez, Vivian.

James Hosmer Penniman Book Fund.

Series:

Bilingual education and bilingualism ; 33.

Bilingual education and bilingualism ; 33

Language:

English

Subjects (All):

Minorities--Education--United States.

Minorities.

Minorities--Education.

United States.

Mainstreaming in education--United States.

Mainstreaming in education.

English language--Study and teaching--United States--Foreign speakers.

English language.

English language--Study and teaching.

Physical Description:

xiv, 201 pages : illustrations ; 25 cm.

Edition:

Second edition.

Place of Publication:

Clevedon, England ; Philadelphia : Multilingual Matters, [2002]

Summary:

This second edition of Language Minority Students in the Mainstream Classroom integrates most of the current second language teaching and learning theories and instructional strategies and presents them in simple language using a cohesive approach. The purpose of the book is to make mainstream educators aware that language minority students, especially those who are not totally proficient in English, need special attention, appropriate assessment, an appropriate language environment, and a challenging curriculum. They also need a creative delivery of instruction which is relevant to their stage of English language development as well to as their performance in subject matter, content and skills. The focus in all twelve chapters is on making instructional content relevant and understandable to English language learners.

Contents:

1 Limited English Proficient Students in the Mainstream Classroom 1

Mainstreaming LEP Students: A Definition 3

Guiding Principles for Mainstream Classrooms 6

Issues in Mainstreaming Limited English Proficient Students 9

2 Limited English Proficient Students/English Language Learners: Who Are They? 19

The 'LEP/ELL' Population in the United States 21

Linguistic Issues in Educating LEP/ELL Students 27

Factors to Consider in the Cognitive and Academic Development of LEP/ELL Students 29

Assessment Issues and Recommended Practices 31

Multiple Criteria Approaches 32

Matching Assessment to Instruction 35

Assessment of English Language Arts: The New York Case 37

English for the Children: The California Case 37

3 Cultural and Linguistic Diversity in the Classroom 39

Ethnic Diversity in the Classroom 40

Hispanic Students 41

Asian and Pacific Islander Students 43

American Indian, Eskimo and Aleut Students 45

Haitian Students 46

Russian Students 48

Arab Students 49

Language Diversity in the United States 50

Organization of a Multicultural-Sensitive Classroom 53

4 Alternatives to Mainstreaming 58

Second Language Learning 60

Understanding Second Language Proficiency 62

The Role of the Native/First Language 63

Individual Differences 64

The Bilingualism of Language Minority Students 67

Fostering Bilingualism Through Bilingual Education 68

Recommended English as a Second Language Methodology 72

Sheltered Subject Matter Teaching 75

5 The Integrated Development of Oral and Written Language 78

The Oral Language, Reading and Writing Connection 80

Listening Comprehension 84

The Oral Production of Second Language Learners 85

Reading in a Second Language 87

Writing in a Second Language 90

From Functional to Critical Literacy 92

6 Instructional Strategies for LEP/ELL Students' Oral and Written English Language Development 94

Initial Strategies to Teach Reading Comprehension in English to LEP/ELL Students 96

Prereading Strategies 96

Guided Reading Strategies 98

Post-Reading Strategies 99

The Language Experience Approach as a Post-Reading Activity 99

Developing Literacy Through Literature 100

Language Arts Classrooms 103

Instructional Strategies for the Development of Writing Proficiency 104

Integrating Process and Product 105

Journal Writing 106

Pragmatic Writing 106

Thematic Units 108

7 Integrating Language and Social Studies Learning 111

Integrating Language and Content 113

Preparing Students for a Social Studies Lesson 115

Recommended Teaching Practices 120

Historical Literature 121

Creating Cooperative Grouping 122

Emphasizing Paraphrasing and Summarizing 123

Using Manipulatives and Multimedia Materials 125

Responding to the Social Studies National and Local Standards 126

An Eclectic Model 128

8 Integrating Language and Science Learning 130

Science Processes and the Language of Science 132

Science: A Meaning-Making Process 134

Discovery Learning 135

Teaching for Understanding 137

Concept Development 138

Vocabulary Development 140

Collaborative Interactions in the Science Classroom 141

Science Investigations 142

Expansion of Concepts 142

Problem-Solving Situations 143

Development of Thinking Skills 144

Development of Study Skills 144

What Other Elements Facilitate the Acquisition of Science Concepts and Skills to LEP/ELL Students? 145

9 Integrating Language and Mathematics Learning 148

The Language of Mathematics 150

Vocabulary 152

Syntax 153

Semantics 154

Discourse 155

Word Problems 155

Mathematics: Content and Process 156

Construction of Mathematical Understanding 157

Solving Problems in Meaningful Situations 158

Using Thinking Strategies to Learn Basic Facts 160

Recommended Instructional Practices 161

Pre-Mathematics Language Activities 162

Conducting Productive Class Discussions 162

Use of Manipulatives 162

Integration of Mathematics and Other Content Areas 163

10 The Role of Teachers in the Development of Linguistic, Cognitive and Academic Skills of LEP/ELL Students 165

Competencies of Successful Mainstream Teachers 167

Organization and Delivery of Instruction 168

Facilitators of Parental Involvement 174

Creating Appropriate Language and Learning Environments for LEP/ELL Students 176

Developing Reflective Practitioners 178.

Notes:

Includes bibliographical references (pages 182-196) and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

1853595640

1853595659

OCLC:

47097334