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ERIC Number: ED307810
Record Type: RIE
Publication Date: 1989
Pages: 27
Abstractor: N/A
Reference Count: N/A
Helping Limited English Proficient Children Communicate in the Classroom: A Handbook for Teachers. Program Information Guide Series, Number 9.
Simich-Dudgeon, Carmen; And Others
This handbook for teachers highlights issues related to the verbal participation of limited-English-proficient (LEP) students in the classroom, and provides suggestions for encouraging and integrating LEP students more fully into the ongoing verbal interaction in the regular classroom. The handbook's suggestions are based on the results of a 3-year collaborative study between the Center for Applied Linguistics and Fairfax (Virginia) County Public Schools which sought (1) to identify significant features in the responses of students who were identified by their teachers as "successful communicators/responders" during acadedmic verbal interaction, and (2) to translate these findings into teacher strategies that promote language and cognitive growth. The handbook focuses primarily on the use of language by students and teachers during verbal review, the time during the lesson when the teacher asks questions about material previously taught. The handbook is organized into two major sections, each containing short "capsules" that summarize the research results and present suggestions for classroom use. Many of the suggestions include examples of dialogue between a student and a teacher. The first section presents some general ideas for structuring classroom interaction and outlines specific strategies for making classroom interaction expectations more explicit. The second section presents specific strategies for dealing with the special problems of LEP students. (JD)
National Clearinghouse for Bilingual Education, 8737 Colesville Rd., Suite 900, Silver Spring, MD 20910.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: National Clearinghouse for Bilingual Education, Wheaton, MD.