NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED339244
Record Type: RIE
Publication Date: 1990
Pages: 46
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Whole Language Use in the English as a Second Language Classroom. Instruction Guide.
D'Annunzio, Anthony; Payne, Paige E.
This guide describes the Combined Instructional Approach to adult basic education in English as a Second Language (ESL) and offers procedures for its implementation. The approach uses literate bilingual tutors with little professional educational exposure to teach beginning reading instruction in ESL. A study of the feasibility of this method involved tutors and students from two groups, Cambodian refugees and immigrants and Spanish-speaking immigrants. Tutors transcribed stories narrated by the students, then followed standard language experience approach (LEA) procedures. Tutors were monitored by a reading specialist and provided with demonstrations and feedback to enlarge their repertoire of LEA skills. Practice in individualized reading was then offered to students. The experiment was found to be successful. The mean pre- to posttest gain for the Cambodian group was three grade levels in 5.5 months, and two grade levels for the Hispanic group in 4 months. Word recognition gains were significant for both groups, and larger for the Hispanic group. Both groups began at the non-English speaking level and achieved the level of a fluent English speaker in the fourth grade. Instructional procedures are outlined in some detail, with special attention given to getting started. A 16-item bibliography is included. (MSE)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Pennsylvania State Dept. of Education, Harrisburg. Div. of Adult Basic and Literacy Education Programs.
Authoring Institution: Free Library of Philadelphia, PA. Library for the Blind and Physically Handicapped.; Nationalities Service Center, Philadelphia, PA.; Drexel Univ., Philadelphia, PA. Dept. of Psychology/Sociology/Anthropology.
Identifiers: N/A