Bridging the Gap Between the ESL Curriculum and the Reading Curriculum in the Elementary School.

Autor/in	Moustafa, Margaret
Titel	Bridging the Gap Between the ESL Curriculum and the Reading Curriculum in the Elementary School.
Quelle	(1978), (10 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Bilingual Education; Directed Reading Activity; Elementary Education; English (Second Language); Individualized Reading; Language Instruction; Language Skills; Learning Activities; Material Development; Reading Development; Reading Instruction; Reading Materials; Reading Skills; Second Language Learning; Syntax; Teacher Developed Materials; Teaching Guides; Teaching Methods; Vocabulary + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Bilingual teaching; Bilingualer Unterricht; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; Lernaktivität; Lehrmaterialentwicklung; Leseunterricht; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Lehrerhandbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatz
Abstract	The basic classroom reading program and the English as a Second Language Program (ESL) in the elementary school are related, yet a gap exists between them. It is suggested that the gap can be bridged in several ways: by bilingual education, through an individualized language experience approach, and by a process called "Bridge English." Bridge English would require the ESL profession to collaborate with the classroom teacher and the regular basic reading program through reordering what is taught in ESL classes to meet the specific needs of a specific reader. The language of the target text in basic reading is analyzed and oral language lessons based on this text are developed in order to make this language meaningful to the child. Several examples are given of the lexical and syntactic analysis of a basic reader and corresponding ESL activities are suggested. Two accounts of personal experiences using the approach are given. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01