Literaturnachweis - Detailanzeige
| Autor/in | Johnson, Patricia T. |
|---|---|
| Titel | A Program for Limited English Speaking Students. Necessity Is the Mother of ESL Programs. |
| Quelle | (1988), (17 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Bilingual Education Programs; English (Second Language); Junior High Schools; Limited English Speaking; Literacy; Program Design; Program Development; Research Utilization; Scheduling; Spanish Speaking; Staff Development |
| Abstract | The development of a language development program for limited-English-proficient Spanish-speaking students in a New Mexico junior high school are described. Initially, the program was organized in response to sudden heavy enrollment of non-English-speaking students, and was intended to teach them English. In subsequent years, through application of research findings and theory on bilingualism and second language learning, the program has focused on developing literacy in both English and native Spanish. Currently, students spend two years in the beginning-level program and a year at the intermediate level, and some students remain in the junior high school an additional year to take advantage of the program. A beginning student's daily schedule includes: four periods of language arts, including instruction in oral and written English as a second language (ESL), Spanish and English reading, and Spanish for native speakers; math at one of two levels, taught in Spanish; and an activity class, usually physical education. At the intermediate level, students are systematically mainstreamed into the regular curriculum. All continue in appropriate native Spanish classes and mediated ESL instruction and most have math instruction in Spanish. The program has been successful in teaching and retaining students. (MSE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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