ERIC Number: ED362064
Record Type: Non-Journal
Publication Date: 1993-Mar-15
Reference Count: N/A
Poverty and the ESOL Classroom.
Wong, Shelley; Amador, Henry J.
Education systems in the United States are still reeling from the shock of the recent wave of poor immigrants from Central America. The necessary preparations have not been made to meet the basic needs of the newcomers, while they in turn face an even greater dilemma: survival in a society that blatantly ignores their dreams and aspirations for the future. There is a need to fill the gap between research and an effective education for these language minority people as well as for more meaningful involvement of parents and of the community in the schools; Head Start and Family Literacy are model programs in this area. Informal classroom research on two young Salvadorean refugees, Juan and Chirilagua, conducted as part of the focus on gender, race, and poverty of a graduate psycholinguistic class at the University of Maryland, is presented. The students' backgrounds are described and ways in which the teachers in the students' school system provided for these students are emphasized (e.g., gathering clothing from fellow teachers, assuring the students' participation in the school breakfast and lunch program). A memorandum from Henry Amador addressed to his fellow teachers and describing the "lesson in humility" he had learned from Chirilagua's unselfish use of his small salary, and two questionnaires are appended. (JP)
Descriptors: Classroom Research, Community Involvement, Elementary Secondary Education, English (Second Language), Foreign Countries, Immigrants, Minority Groups, Parent Participation, Poverty, Questionnaires, Refugees, Second Language Instruction, Socioeconomic Influences, Student Characteristics, Teacher Influence, Teacher Role
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: El Salvador