Language Minority Students in the Mainstream

This is the second edition of an easily readable text that provides first-hand information on culturally and linguistically diverse students as well as instructional strategies in the content areas of reading, writing, science, social studies and maths, using simple and direct language. It provides theory and practical strategies to make content of lessons relevant and understandable to students. This new edition includes updated information on current educational programs and local and national standards for English language learners in United States. The book will be of interest to researchers, professionals, under- and postgraduate students interested in the teaching of ethnic minorities.

Angela L. Carrasquillo is a professor at Fordham University Graduate School of Education where she is the co-ordinator of the TESOL program Vivian Rodriguez is an elementary school principal in Livingston, New Jersey

Acknowledgments

ix

Introduction

x

Limited English Proficient Students in the Mainstream Classroom

1

(18)

Introduction

2

(1)

Mainstreaming LEP Students: A Definition

3

(3)

Guiding Principles for Mainstream Classrooms

6

(3)

A Word of Caution

9

(1)

Issues in Mainstreaming Limited English Proficient Students

9

(9)

Conclusion

18

(1)

Limited English Proficient Students/English Language Learners: Who Are They?

19

(20)

Introduction

20

(1)

The `LEP/ELL' Population in the United States

21

(6)

Linguistic Issues in Educating LEP/ELL Students

27

(2)

Factors to Consider in the Cognitive and Academic Development of LEP/ELL Students

29

(2)

Assessment Issues and Recommended Practices

31

(7)

Multiple Criteria Approaches

32

(3)

Matching Assessment to Instruction

35

(2)

Assessment of English Language Arts: The New York Case

37

(1)

English for the Children: The California Case

37

(1)

Conclusion

38

(1)

Cultural and Linguistic Diversity in the Classroom

39

(19)

Introduction

40

(1)

Ethnic Diversity in the Classroom

40

(10)

Hispanic Students

41

(2)

Asian and Pacific Islander Students

43

(2)

American Indian, Eskimo and Aleut Students

45

(1)

Haitian Students

46

(2)

Russian Students

48

(1)

Arab Students

49

(1)

Summary

50

(1)

Language Diversity in the United States

50

(3)

Organization of a Multicultural-Sensitive Classroom

53

(4)

Conclusion

57

(1)

Alternatives to Mainstreaming

58

(20)

Introduction

59

(1)

Second Language Learning

60

(2)

Summary

62

(1)

Understanding Second Language Proficiency

62

(1)

The Role of the Native/First Language

63

(1)

Individual Differences

64

(3)

The Bilingualism of Language Minority Students

67

(1)

Fostering Bilingualism Through Bilingual Education

68

(4)

Recommended English as a Second Language Methodology

72

(3)

Sheltered Subject Matter Teaching

75

(1)

Conclusion

76

(2)

The Integrated Development of Oral and Written Language

78

(16)

Introduction

79

(1)

The Oral Language, Reading and Written Connection

80

(4)

Listening Comprehension

84

(1)

The Oral Production of Second Language Learners

85

(2)

Reading in a Second Language

87

(3)

Writing in a Second Language

90

(2)

From Functional to Critical Literacy

92

(1)

Conclusion

92

(2)

Instructional Strategies for LEP/ELL Students' Oral and Written English Language Development

94

(17)

Introduction

95

(1)

Initial Strategies to Teach Reading Comprehension in English to LEP/ELL Students

96

(4)

Prereading Strategies

96

(2)

Guided Reading Strategies

98

(1)

Post-Reading Strategies

99

(1)

The Language Experience Approach as a Post-Reading Activity

99

(1)

Developing Literacy Through Literature

100

(3)

Language Arts Classrooms

103

(1)

Instructional Strategies for the Development of Writing Proficiency

104

(4)

Integrating Process and Product

105

(1)

Journal Writing

106

(1)

Pragmatic Writing

106

(2)

Thematic Units

108

(1)

Conclusion

109

(2)

Integrating Language and Social Studies Learning

111

(19)

Introduction

112

(1)

Integrating Language and Content

113

(2)

Preparing Students for a Social Studies Lesson

115

(5)

Recommended Teaching Practices

120

(8)

Historical Literature

121

(1)

Creating Cooperative Grouping

122

(1)

Emphasizing Paraphrasing and Summarizing

123

(2)

Using Manipulatives and Multimedia Materials

125

(1)

Responding to the Social Studies National and Local Standards

126

(2)

An Eclectic Model

128

(1)

Conclusion

129

(1)

Integrating Language and Science Learning

130

(18)

Introduction

131

(1)

Science Processes and the Language of Science

132

(2)

Science: A Meaning-Making Process

134

(7)

Discovery Learning

135

(2)

Teaching for Understanding

137

(1)

Concept Development

138

(2)

Vocabulary Development

140

(1)

Collaborative Interactions in the Science Classroom

141

(4)

Science Investigations

142

(1)

Expansion of Concepts

142

(1)

Problem-Solving Situations

143

(1)

Development of Thinking Skills

144

(1)

Development of Study Skills

144

(1)

What Other Elements Facilitate the Acquisition of Science Concepts and Skills to LEP/ELL Students?

145

(1)

Conclusion

146

(2)

Integrating Language and Mathematics Learning

148

(17)

Introduction

149

(1)

The Language of Mathematics

150

(6)

Vocabulary

152

(1)

Syntax

153

(1)

Semantics

154

(1)

Discourse

155

(1)

Word Problems

155

(1)

Mathematics: Content and Process

156

(5)

Construction of Mathematical Understanding

157

(1)

Solving Problems in Meaningful Situations

158

(2)

Using Thinking Strategies to Learn Basic Facts

160

(1)

Recommended Instructional Practices

161

(3)

Pre-Mathematics Language Activities

162

(1)

Conducting Productive Class Discussions

162

(1)

Use of Manipulatives

162

(1)

Integration of Mathematics and Other Content Areas

163

(1)

Conclusion

164

(1)

The Role of Teachers in the Development of Linguistic, Cognitive and Academic Skills of LEP/ELL Students

165

(17)

Introduction

166

(1)

Competencies of Successful Mainstream Teachers

167

(9)

Organization and Delivery of Instruction

168

(6)

Facilitators of Parental Involvement

174

(2)

Creating Appropriate Language and Learning Environments for LEP/ELL Students

176

(2)

Developing Reflective Practitioners

178

(2)

Conclusion

180

(2)

References

182

(15)

Indexes

197

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Language Minority Students in the Mainstream Classroom

Summary

Author Biography

Table of Contents

Supplemental Materials