ERIC Number: ED392260
Record Type: RIE
Publication Date: 1995
A National Study of States' Roles in Choosing Reading and Literature for Second Language Learning. Report Series 2.25.
A national survey was undertaken in 1993 to discover what approaches and materials state agencies recommend in the teaching of reading and literature to students in elementary and secondary school bilingual and English-as-a-Second-Language (ESL) programs. The report summarizes the study methodology and findings in these areas: existence and content of a state curriculum guide of framework for bilingual/ESL programs; enrollments of limited-English-proficient (LEP) students; instructional support offered by the state in the form of teacher handbooks, materials addressing specific LEP populations; adherence to local control in bilingual/ESL instruction; alignment of bilingual/ESL programs with English language arts programs; use of multifunctional resource centers; workshop and conference offerings for bilingual/ESL teachers; use of core instructional materials lists; and common issues encountered by state ESL/bilingual program directors, including reorganization and reduced resources, lack of trained teachers, difficulty in collecting and disseminating useful "fugitive" material within the state, and time pressures. A brief bibliography is included, and summaries of survey findings and lists of relevant state publications are appended. (MSE)
Descriptors: Bilingual Education, Course Content, Curriculum Design, Curriculum Guides, Elementary Secondary Education, English (Second Language), Instructional Materials, Language Arts, Literature Appreciation, Media Selection, Multicultural Education, National Surveys, Reading Materials, Resource Centers, Second Language Instruction, Statewide Planning, Teaching Guides
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on Literature Teaching and Learning, Albany, NY.
Grant or Contract Numbers: N/A