ERIC Number: ED239452
Record Type: RIE
Publication Date: 1982
Reference Count: 0
A Theoretical Framework for Bilingual Instruction: How Does it Apply to Students in Special Education?
This paper presents a rationale for educating limited English proficiency (LEP) students and considers implications of that rationale for the education of LEP pupils requiring special education. Research in areas of bilingualism, bilingual education, and second language acquisition has provided a basis for an educational framework. A model of language proficiency that identifies two major dimensions of language proficiency (communicative language skills and academic language skills) is described, and a key implication for LEP students (that basic communicative skills in a language do not predict academic skills) is noted. Implications of the viewpoint stressing a common underlying proficiency (that academic language proficiency will be enhanced through using the language of greatest facility are considered. The area of second language acquisition is examined, and the importance of exposure to comprehensible English in a postive affective environment is stressed. Application of these findings to LEP special education students suggests that screening should be performed in English and the students' home language; screening results should be analyzed to determine the presence of a learning disability or the negative effects of subtractive bilingualism; bilingual rather than English only instruction will be most helpful to many LEP special education students; and second language teaching approaches should stress acquisition rather than learning. (CL)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper contained in "Special Education and the Bilingual Child." Proceedings of a Conference (Pasadena, CA, December 3, 1981), edited by Alberto M. Ochoa and Juan Hurtado. See EC 161 187.