Literaturnachweis - Detailanzeige
| Autor/inn/en | Hamayan, Else V.; Perlman, Ron |
|---|---|
| Institution | National Clearinghouse for Bilingual Education, Washington, DC. |
| Titel | Helping Language Minority Students after They Exit from Bilingual/ESL Programs. A Handbook for Teachers. |
| Quelle | (1990), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Bilingual Education Programs; Elementary Secondary Education; English (Second Language); Grouping (Instructional Purposes); Limited English Speaking; Mainstreaming; Minority Groups; Student Evaluation; Teaching Guides |
| Abstract | This guide is intended as a resource for mainstream classroom teachers, K-12, who want to provide language minority students with additional support in their transition into classes where English is the language of instruction. The guide may also be used to help teachers make instruction more effective for all students and for teacher training. Areas addressed include the following: (1) assessing students in content-specific language proficiency (a table of predominant language functions required in selected content areas and a sample assessment instrument for content-specific language functions are provided; (2) setting up a buddy system with English-proficient peers; (3) preparing the student for a content-area lesson by teaching core vocabulary in advance and contextualizing lessons; (4) making language more comprehensible; (5) using cooperative grouping; and (6) collaborating with the English-as-a-Second-Language teacher. It is recommended that language minority students be regarded as resources in the mainstream classroom rather than as different or inferior. This provides a greater likelihood of their becoming proficient in English and succeeding in mainstream classes, while enriching the education of all students. (MSE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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