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ERIC Number: ED106250
Record Type: RIE
Publication Date: N/A
Pages: 13
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.13; Teaching Reading Affectively/Effectively in a Bilingual Program. Teacher Corps Bilingual Project.
Colombani, Serafina
The introduction to this teaching module states that mounting research evidence supports the linguistic and academic benefits of early instruction through the vernacular, based on the premise that non-English speaking students who learn to read in the vernacular (and accelerate their conceptual development in their mother tongue as they learn English) will not become academically retarded; they will in fact learn English more efficiently and their feeling of "belonging" to the majority culture might be established. The purpose of this module is to enable participants to do the following: (a) identify their feelings about nonstandard dialects and discuss how teacher attitudes affect teaching in the vernacular; (b) define an English as a Second Language (ESL) approach, a transitional bilingual approach, and a balanced bilingual/bicultural approach; and (c) write a vernacular reading lesson including an affective, a cognitive, and a psychomotor objective. Participants complete a preassessment test, choose tasks from a list of instructional alternatives, and conclude the module with a postassessment test. (PB)
Publication Type: Guides - General
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Hartford Univ., West Hartford, CT. Coll. of Education.
Note: For related documents, see ED 095 128-143, SP 008 975-987, SP 009 146-158 and 160-163; Text printed on yellow paper and may not reproduce sharply