Literaturnachweis - Detailanzeige
| Autor/in | Caragonne, Kay Jagoda |
|---|---|
| Titel | A Perspective of Oral Language Development in Federal Programs. |
| Quelle | (1975), (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Audiolingual Skills; Bilingual Education; Educational Strategies; Elementary Education; Federal Programs; Guidelines; Language Instruction; Language Programs; Speech Communication |
| Abstract | Two basic reasons for including Oral Language Development in the instructional program are (1) to prepare students for reading instruction, and (2) to teach students how to communicate effectively in real-life situations. A child is expected to have had five or six years oral practice in a language before learning to read. When children have developed their linguistic skills in Spanish, they should first learn to read in that language. Proponents of Title I Migrant and ESAA programs have emphasized oral language development in programmatic guidelines. However, guidelines for various state and federal programs differ, and they should be examined carefully in light of each school district's goals. An oral language program must identify students who will benefit most from the program and also select its administrator and teachers with care. Effective implementation of an oral language program calls for a sensitive teacher, thorough planning, support of administrators and fellow teachers, adequate materials and resources, an assistant (if possible), and staff development based on teacher requests. (Author/JG) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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