ERIC Number: ED428564
Record Type: RIE
Publication Date: 1998
Reference Count: N/A
Second Language Students in Mainstream Classrooms: A Handbook for Teachers in International Schools. Parents' and Teachers' Guides:2.
This handbook provides practical suggestions for teachers of second language children in mainstream classrooms. It gives detailed advice on all aspects of the needs of children from mobile families in international schools. Early chapters provide general background material concerning the nature of international school students and their families, issues in intercultural adjustment, relevant second language learning issues, and daily language learning and classroom management issues. Subsequent chapters offer detailed suggestions concerning subject areas of the curriculum, including modification of general grouping and teaching strategies to allow more effective participation of second-language students, adapting subject area material to provide access to the content, and exploiting the content areas' potential as vehicles for language learning. Lists of additional resources for teachers and Internet sites for teacher use are appended. Contents are indexed. Contains 48 references. (MSE)
Descriptors: Age Differences, Bilingualism, Classroom Communication, Classroom Techniques, Cultural Context, Elementary Education, English (Second Language), Foreign Countries, Foreign Students, Grouping (Instructional Purposes), Instructional Development, International Education, International Schools, Internet, Language Arts, Language Minorities, Mathematics Instruction, Science Instruction, Second Language Instruction, Second Language Learning, Second Languages, Social Studies, Student Adjustment, Student Characteristics
Multilingual Matters Ltd., 325 Chestnut Street, Philadelphia, PA 19106; Tel: 800-821-8312 (Toll Free); Web site: http://www.multi.demon.co.uk/index.htm (paperback: ISBN-1-85359-408-3, $26.95; hardback: ISBN-1-85359-409-1, $79).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A