ERIC Number: ED375641
Record Type: RIE
Publication Date: 1994
Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community.
Genesee, Fred, Ed.
This collection of 13 papers addresses the education of English-as-a-Second-Language (ESL) children at the preschool and elementary school level, focusing on the role of the school, curriculum, and community in second language acquisition. The papers are: (1) "Language, Culture, and Schooling" (Denise McKeon); (2) "Knowledge, Power, and Identity in Teaching English as a Second Language" (Jim Cummins); (3) "Interactions Between Parents and Children in Bilingual Families" (Naomi S. Goodz); (4) "Language Socialization in Ethnic Minority Communities" (Cindy Pease-Alvarez and Olga Vasquez); (5) "English as a Second Language in Preschool Programs" (Patton O. Tabors and Catherine E. Snow); (6) "Literacy Development of Second Language Children" (Sarah Hudelson); (7) "Teaching Content Through a Second Language" (Mimi Met); (8) "Grouping Strategies for Second Language Learners" (Donna M. Johnson); (9) "Classroom-Based Assessment" (Fred Genesee and Else V. Hamayan); (10) "Special Education Needs of Second Language Students" (Nancy Cloud); (11) "Language Development of Low-Literacy Students" (Else V. Hamayan); (12) "Social Integration of Immigrant and Refugee Children" (Elizabeth Coelho); and (13) "Putting It All Together" (Jean Handscombe). Each paper contains a reference list. (MDM)
Descriptors: Elementary Education, Elementary School Curriculum, English (Second Language), Foreign Countries, Holistic Approach, Immigrants, Literacy, Parent School Relationship, Preschool Education, School Community Relationship, School Role, Second Language Instruction, Second Language Learning, Socialization, Special Education, Special Needs Students, Student Evaluation, Whole Language Approach
Cambridge Univrsity Press, 40 West 20th Street, New York, NY 10011-4211 (hardcover: ISBN-0-521-45179-5; ISBN-0-521-45797-1).
Publication Type: Books; Collected Works - General
Education Level: N/A
Authoring Institution: N/A