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ERIC Number: ED357905
Record Type: Non-Journal
Publication Date: 1993-Mar
Pages: 3
Abstractor: N/A
Reference Count: N/A
Mexican Immigrants in High Schools: Meeting Their Needs. ERIC Digest.
Romo, Harriet
Immigration to the United States from Mexico has a long history and has been increasing in recent years. Immigrant students, especially those who arrive as adolescents and those whose families are migrant agricultural workers, have special educational needs. Mexican immigrant students have varied educational backgrounds, but most need to learn English. Many lack literacy skills in Spanish, or have numerous absences and transfers because of family migration patterns. Secondary schools usually respond to these problems with three types of programs: (1) intensive English for Speakers of Other Languages classes; (2) bilingual programs that teach courses in the native language as students learn English; and (3) newcomer programs that provide transition courses to facilitate students' academic and cultural adjustment. Each of these has its strengths and weaknesses, but quality of instruction in all of them is hampered by students' varying English proficiency and academic skills and by a curriculum that does not parallel the one provided to other students. Many Mexican immigrant students begin working before high school graduation and may need flexible instructional programming and support services to stay in school. The characteristics of schools that effectively meet the needs of Mexican immigrant students are listed. (SV)
ERIC/CRESS, Appalachia Educational Laboratory, P.O. Box 1348, Charleston, WV 25325 (free).
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV.