Language Minority Students in the Mainstream Classroom
Published on 20. November 1995
Book
Hardback
208 pages
978-1-85359-298-0 (ISBN)
Description
The purpose of this book is to make mainstream educators aware that language minority students, especially the limited English proficient (LEP), need special attention: appropriate assessment, appropriate language environment, a challenging curriculum and a creative delivery of instruction relevant to their English language development as well as their performance in subject matter, content and skills. The book emphasises that at the classroom level, modifications are needed in the content and the manner teachers organise and deliver instructions to students and the way teachers assess language content and learning. The focus in all the 12 chapters is on providing theory and practical strategies to make content relevant and understandable to these students, who may lack English language experience, background and proficiency.
More details
Series
Language
English
Place of publication
Bristol
United Kingdom
Publishing group
Channel View Publications Ltd
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 245 mm
Width: 174 mm
Thickness: 17 mm
Weight
531 gr
ISBN-13
978-1-85359-298-0 (9781853592980)
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Schweitzer Classification
Other editions
Additional editions
Angela L. Carrasquillo | Vivian Rodriguez
Language Minority Students in the Mainstream Classroom
Book
11/1995
Multilingual Matters
€47.18
Article exhausted; check different version
Persons
Angela L. Carrasquillo is a professor of TESOL and Bilingual Education at Fordham University Graduate School of Education where she is the coordinator of the Teaching English to Speakers of Other Languages (TESOL) and the doctoral program in Language, Literacy and Learning (LLL). She is nationally known in the area of second language and bilingual education and has published extensively on these areas. Dr Carrasquillo's latest books include: Teaching English to Speakers of Other Languages (Garland, 1994), Parents and Schools (with L. London, Garland, 1993), Hispanic Children and Youth in the United States (Garland, 1990), Whole Language and the Bilingual Learner (with C. Hedley, Ablex, 1993) and Puerto Rican Students in the United States (ENLACE, 1995). Vivian Rodriguez is a high school assistant principal in charge of curriculum and instruction in Elizabeth Public School, New Jersey. A former supervisor of bilingual education and ESL/Bilingual teacher, she has extensive experience with the instruction of language minority students. Dr. Rodriguez completed her doctorate in Language Literacy and Learning at Fordham University.
Content
Limited-English-proficient students in mainstream classroom; limited-English-proficient students - who are they?; culturally and linguistic diversity in the classroom; alternatives to mainstreaming; the integrated development of oral and written language; instructional strategies for LEP students' oral and written English language development; integrating language and social studies learning; integrating language and science learning; integrating language and mathematics learning; the role of teachers in the development of linguistic, cognitive and academic skills of LEP students.