ERIC Number: ED031689
Record Type: RIE
Publication Date: 1969-Mar
Reference Count: 0
On Teaching the Disciplines to Disadvantaged Mexican-Americans: A Linguistic Approach.
Perales, Alanso M.; Howard, Lester B.
Traditional teaching methodology and materials are founded on the premise that all U.S. born citizens speak English as the mother tongue. Precedence is given to the development of reading and writing at an early level. The disadvantaged Mexican-American lacks the necessary linguistic experiences in the English language to assure him success in school--evidenced by the large number of drop-outs among this group. Most teachers have been accustomed to "insight building," which has been developed in the child at home through a healthy adult-child interaction. This approach is not applicable to the disadvantaged pupil coming from a home where there is "limited verbal orientation." Because disciplines such as the social studies, science, and mathematics are traditionally taught through the lecture method with the teacher doing most of the talking, the disadvantaged Mexican-American child is not involved in oral English communication at all. These students need to achieve as much course content as their counterparts, and at the same time overcome their linguistic obstacles so as to be able to compete on all levels of education. The content materials of these courses may be structured to utilize a variety of audiolingual techniques providing maximum opportunities for verbalization. The "Inquiry Approach" for a 4th grade science lesson is illustrated. (AMM)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper given at the Third Annual TESOL Convention, Chicago, Illinois, March 5-8, 1969.