Success with ELLs: Spanish in the Mainstream--Finding Middle Ground for Latino/Latina Immigrant Newcomers

Autor/in	Siefert, Bobbi
Titel	Success with ELLs: Spanish in the Mainstream--Finding Middle Ground for Latino/Latina Immigrant Newcomers
Quelle	In: English Journal, 99 (2010) 3, S.95-97 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Monolingualism; Reading Teachers; English (Second Language); Hispanic American Students; Immigrants; Spanish Speaking; Student Diversity; At Risk Students; Rural Schools; Language Usage; Parent Participation; Language of Instruction; School Community Relationship; Mainstreaming; Parent Attitudes; North Carolina + Suchen Sie Ihr Suchwort? Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sprachgebrauch; Elternmitwirkung; Teaching language; Unterrichtssprache; Elternverhalten
Abstract	While the overall school-age population grew by only 2.6 percent between 1995 and 2005, the number of English Language Learners (ELLs) grew by 56 percent--a number that can only be expected to grow considerably in the near future. Mainstream literacy professionals across the country, typically monolingual European American women, struggle to connect with such diversity and to connect ELLs--learners often designated as "at risk" in states across the country and especially in states such as Georgia or North Carolina, which are overwhelmingly Latino/Latina--to school. A monolingual literacy teacher in rural North Carolina, the author shares her experience to argue that even without speaking the language of students, be that Spanish, Hmong, or another language, mainstream literacy professionals can still embrace the native languages and home cultures of English learners in ways that honor and ultimately promote English learners' success in classrooms and educational communities. (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