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ERIC Number: ED016977
Record Type: RIE
Publication Date: 1968-Apr
Pages: 2
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
ESOL AND THE MEXICAN-AMERICAN.
REGAN, TIMOTHY F.; SCARTH, PETER
CURRENTLY, FEDERAL AGENCIES AND VARIOUS STATE DEPARTMENTS OF EDUCATION ARE CONDUCTING LITERACY PROGRAMS AND PROGRAMS IN ESOL (ENGLISH FOR SPEAKERS OF OTHER LANGUAGES) FOR SOME 1,500,000 MEXICAN-AMERICAN MIGRANT WORKERS. TO A GREAT EXTENT THESE PROGRAMS HAVE BEEN TO SOME DEGREE UNSUCCESSFUL BECAUSE THEY HAVE DISREGARDED THE LEARNER'S PSYCHOLOGICAL SET AND CULTURAL HERITAGE. IN SPITE OF RESEARCH WHICH SHOWS THAT CHILDREN LEARN TO READ AND WRITE ENGLISH FASTER AND MORE EFFECTIVELY IF FIRST TAUGHT THEIR NATIVE SPANISH, SCHOOLS CONTINUE TO INSIST ON ALL-ENGLISH CLASSES. THIS, IN ADDITION TO THE MENTAL CONFUSION AND INCOMPLETE MASTERY OF THE TWO LANGUAGES WHICH THE ALL-ENGLISH APPROACH PRODUCES, RESULTS IN (1) POOR ACHIEVEMENT ON DIAGNOSTIC TESTS AND IN CLASSWORK, (2) HIGH DROPOUT RATES, AND (3) ILLITERACY (OFTEN IN BOTH SPANISH AND ENGLISH). INAPPROPRIATE METHODOLOGY AND MATERIALS ARE TWO BASIC REASONS FOR FAILURE IN THE ADULT EDUCATION PROGRAMS. SIGNIFYING A "BRIGHTER FUTURE" IN THE FIELD OF ESOL ARE (1) GREATER EFFORTS AT COORDINATION BY NATIONAL AGENCIES, (2) INNOVATIVE PROGRAMS, AND (3) THE USE OF PROFESSIONALLY TRAINED ESOL SPECIALISTS. THIS ARTICLE APPEARS IN "THE LINGUISTIC REPORTER," APRIL 1968. SINGLE COPIES ARE AVAILABLE UPON REQUEST FROM THE CENTER FOR APPLIED LINGUISTICS, 1717 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C. 20036. (AMM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: District of Columbia; EDUCATIONAL SYSTEMS CORPORATION; MIGRANT AND SEASONAL FARM WORKER PROJECT