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ERIC Number: ED348865
Record Type: RIE
Publication Date: 1992
Reference Count: 0
An In-Service Training Course Designed To Increase Teachers' Strategies for Working Effectively with Second Language Learners in the Elementary School Mainstream Classroom.
The practicum reported here was designed for elementary school mainstream teachers experiencing difficulty with the instruction of limited English proficient pupils. It presented teaching strategies intended to involve the LEP pupil as an active and successful participant in the mainstream classroom. The training address the following seven topics: styles of classroom arrangement and management; theories of second language acquisition; strategies for keeping LEP students involved; cultural sensitivity and recognition of differences; minority parent involvement; content area comprehension for second language learners; and the potential for LEP students to be at risk of failure. Training was given by consultants experienced in bilingual and English-as-a-Second-Language education, and focused on practical strategies for classroom use. A survey following the training indicates that participants did acquire new skills for working with the LEP student and family and felt increased confidence in their abilities to improve the education of this population, involve parents, and recognize and appreciate cultural differences. Appended materials include the teacher questionnaire, evaluation of the seven component sessions, forms, a press release, a 20-item bibliography, and an outline of the training sessions. (MSE)
Descriptors: Classroom Environment, Classroom Techniques, Cooperative Learning, Cultural Awareness, Elementary Education, Elementary School Teachers, English (Second Language), High Risk Students, Higher Education, Inservice Teacher Education, Limited English Speaking, Mainstreaming, Parent Participation, Student Attitudes, Student Participation, Teaching Methods
Publication Type: Guides - Classroom - Teacher; Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum Report, Nova University.