Schooling and Language Minority Students: A Theoretical Framework.

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Record Details - ED249773

Title: Schooling and Language Minority Students: A Theoretical Framework.

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Title:	Schooling and Language Minority Students: A Theoretical Framework.
Authors:	N/A
Descriptors:	Bilingual Education; Cognitive Development; Educational Strategies; Educational Theories; Elementary Secondary Education; English (Second Language); Language Acquisition; Language of Instruction; Language Proficiency; Language Research; Limited English Speaking; Measurement Techniques; Minority Groups; Program Evaluation; Reading Instruction; Social Development
Source:	N/A
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Publisher:	Evaluation, Dissemination and Assessment Center, California State University, Los Angeles, CA ($6.60).
Publication Date:	1984-00-00
Pages:	227
Pub Types:	Reports - Evaluative
Abstract:	A collection of papers discusses the importance of bilingual education's goals of high-level English proficiency, appropriate cognitive/academic development, and adequate psychosocial and cultural adjustment for language-minority students and describes various instructional strategies to achieve those outcomes. The papers include: "The Role of Primary Language Development in Promoting Educational Success for Language Minority Students" (James Cummins); "Bilingual Education and Second Language Acquisition Theory" (Stephen D. Krashen); "Effective Use of the Primary Language in the Classroom" (Dorothy Legarreta-Marcaida); "The Natural Approach in Bilingual Education" (Tracy D. Terrell); and "Reading Instruction for Language Minority Students" (Eleanor W. Thonis). A bilingual education program quality review instrument for kindergarten through grade six and a glossary are appended. (MSE)
Abstractor:	N/A
Reference Count:	0

Note:	For related document, see FL 014 596.
Identifiers:	N/A
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	California State Dept. of Education, Sacramento. Office of Bilingual Bicultural Education.
Sponsors:	Department of Education, Washington, DC.
ISBN:	ISBN-0-89755-011-0
ISSN:	N/A
Audiences:	Administrators; Teachers; Policymakers; Practitioners
Languages:	English
Education Level:	Elementary Secondary Education

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