A Study of English as a Second Language in General Education Classrooms

Autor/inn/en	Brice, Alejandro; Miller, Kevin; Brice, Roanne G.
Titel	A Study of English as a Second Language in General Education Classrooms
Quelle	In: Multiple Voices for Ethnically Diverse Exceptional Learners, 10 (2007) 1-2, S.82-93 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Bilingual Students; General Education; Learning Disabilities; Language Skills; English (Second Language); Special Education; Pragmatics; Hispanic American Students; Cultural Influences; Special Needs Students; Observation; Ethnography; Rural Schools; Language Usage; Questioning Techniques; Classroom Techniques; Feedback (Response); Teaching Methods; Minnesota + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Learning handicap; Lernbehinderung; Language skill; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Special needs education; Sonderpädagogik; Sonderschulwesen; Pragmalinguistik; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Cultural influence; Kultureinfluss; Sonderpädagogischer Förderbedarf; Beobachtung; Ethnografie; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sprachgebrauch; Befragungstechnik; Fragetechnik; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	As the Hispanic population of the United States continues to increase dramatically, school professionals may misinterpret and may perceive culturally different classroom discourse skills as indicative of language learning disabilities. A possible misunderstanding of pragmatic behaviors of culturally and linguistically diverse Hispanic students may result in inappropriate referrals for special education evaluations. This article will discuss factors related to describing classroom pragmatics or discourse in the context of ethnographic observations in two fourth-grade classrooms in a rural district, with particular attention paid to pragmatic language skills. From the initial comparisons of classroom discourse categories, it appeared that both the general education classroom and the English as a second language classrooms used the discourse categories comparably. However, differences were noted. Knowledge gained from this study should assist teachers become more knowledgeable about classroom language demands placed upon their second-language learners. This information should assist school professionals in recognizing what kind of language is used in classrooms and what language expectations exist for bilingual students. As a consequence, teachers should be able to make more appropriate referrals for special education assessments. (Contains 1 table.) (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10