Mainstreaming Language Minority Children in Reading and Writing. Fastback 340.

Autor/inn/en	Johns, Kenneth M.; Espinoza, Connie
Institution	Phi Delta Kappa Educational Foundation, Bloomington, IN.
Titel	Mainstreaming Language Minority Children in Reading and Writing. Fastback 340.
Quelle	(1992), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-87367-340-9
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Communication; Classroom Techniques; Communication Problems; Cooperative Learning; Educational Needs; Educational Strategies; Educational Technology; Elementary Education; Elementary School Students; English (Second Language); Instructional Materials; Journal Writing; Language Experience Approach; Literature Appreciation; Mainstreaming; Minority Groups; Oral Language; Reading Instruction; Whole Language Approach; Writing Instruction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassengespräch; Klassenführung; Kommunikationsbarriere; Kooperatives Lernen; Educational need; Bildungsbedarf; Lehrstrategie; Unterrichtsmedien; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrmaterial; Lehrmittel; Zeitschriftenaufsatz; Language; Languages; Experience; Sprache; Erfahrung; Literarische Wertung; Ethnische Minderheit; Oral interpretation; Mündlicher Sprachgebrauch; Leseunterricht; Integrierter Sprachunterricht; Schreibunterricht
Abstract	This guide, designed for regular classroom teachers in whose mainstream classes language-minority children are enrolled, offers background information and suggestions for helping these students become proficient in English reading and writing and for involving them as resources for global and cultural awareness in majority-language classmates. The first chapter discusses specific barriers to language acquisition among language-minority students: (1) reductionist concepts of language and learning implicit in the mainstream curriculum; (2) cultural differences; and (3) inadequate communication among adults in the children's lives. The second chapter examines the reading and writing needs of this population, including instructional materials, classroom environment, topics, and nonverbal communication. The third chapter describes useful classroom techniques, all within the whole-language approach to teaching, including: using literary works; providing substantial oral language experiences; providing time for silent, sustained reading; encouraging use of student journals; incorporating technology; and promoting cooperative learning. It is concluded that meeting the needs of language-minority students in a mainstream classroom is possible if teachers recognize the barriers to educational opportunity facing the children, understand that they are better prepared than they realize to work with this population, use cooperative learning strategies, and see the children as cultural resources. (MSE)
Anmerkungen	Phi Delta Kappa, P.O. Box 789, Bloomington, IN 47402-0789 ($1.25 nonmember, $1 member).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC