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ERIC Number: ED394299
Record Type: RIE
Publication Date: 1995
Pages: 10
Abstractor: N/A
Reference Count: N/A
Active Learning and the Limited English Proficient Student.
Fern, Veronica; And Others
Directions in Language and Education, v1 n2 1995
This report offers a synthesis of a Special Issues Analysis Center report based on a focus group that studied active learning and its implications for limited English proficient (LEP) students. Active learning is defined as the level of engagement by the student in the instructional process; it implies the development of a community of learners with the integration of the learner's home and parents, community, and culture as key elements of the approach. Active learning for LEP students requires modifications based on linguistic and cultural differences. Teachers must be skilled at teaching language and content simultaneously, and they should provide a safe, predictable environment to reduce student anxiety and nurture contextual meaning. Sociolinguistic behavior should also be included in the learning experience. Effective active learning principles are outlined for the LEP classroom as is how to measure or assess the outcome of this learning system. Implications for teacher training are included, and recommendations are listed for active learning in the classroom and the school, for parents and the community, and for teacher preparation. (Contains 11 references.) (NAV)
Publication Type: Collected Works - Serials; Opinion Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: National Clearinghouse for Bilingual Education, Washington, DC.
Identifiers: Special Issues Analysis Center
Note: For other issues in this series, see FL 023 694-701.