Working for and with Latino/Latina Immigrant Newcomers in the English Language Arts Classroom

Autor/inn/en	Musetti, Bernadette; Salas, Spencer; Perez, Theresa
Titel	Working for and with Latino/Latina Immigrant Newcomers in the English Language Arts Classroom
Quelle	In: English Journal, 99 (2009) 2, S.95-97 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Language Arts; Second Language Learning; Literacy; Native Speakers; Immigrants; English (Second Language); Teaching Methods; Classroom Techniques; High School Students; Middle School Students; Middle School Teachers; Secondary School Teachers; Caring; Hispanic American Students; United States + Suchen Sie Ihr Suchwort? Sprachkultur; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Muttersprachler; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Care; Pflege; Sorge; Betreuung; Hispanic; Hispanic Americans; Hispanoamerikaner; USA
Abstract	"Newcomers" are English learners who are new to the United States and arrive with limited or interrupted formal schooling. These students have below-grade-level literacy skills in their home language and do not speak English. Newcomers' arrivals to the middle school and high school classrooms often present a formidable "what to do" for classroom teachers and other literacy professionals. However, "what to do" is often clouded in local folklore and even myths about language learning. This situation is frequently accompanied by media messages framing immigrant children as drains on public resources or threats to regional identities. Simply put, there are no quick or easy answers to the challenges faced by language arts practitioners working with newcomers. However, the authors' goal in writing this article is to argue that what they know about second language literacy from a developmental standpoint should inform the choices English language arts practitioners ought to take--or, at times, resist--in better decision-making for diverse literacy classrooms. Their focus on "Latino/Latina" newcomers results from the fact that 76.9% of all English language learners (ELLs) in US schools are native speakers of Spanish. In this article, the authors suggest effective approaches to teaching ELLs in ways that can be of benefit to all students in mainstream middle and high school English classes. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10